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Reading Standards for All Text Types Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas

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Reading Standards for All Text Types Key Ideas and Details 1.1 Ask and answer questions about key details in a text, discovering the truth, by using Bible stories in the Old and New Testaments. EXAMPLE:
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Reading Standards for All Text Types Key Ideas and Details 1.1 Ask and answer questions about key details in a text, discovering the truth, by using Bible stories in the Old and New Testaments. EXAMPLE: saints St. Peter, St. Anne, St. Joachim, St. Joseph, St. Nicholas (REL 1.1). 1.2 Retell stories, identify the main topic, include key details, and demonstrate understanding of the central message or lesson. EXAMPLES: Visitation - Luke 1:39-56, The Presentation - Luke 2:22-38 (REL 1.6), Baptism story - Matthew 3:13-17 (REL 1.6). 1.3 Describe characters, settings, and major events in a story, using key details. EXAMPLES: Easter story (REL 1.8). Describe the connection between two individuals, events, ideas, or pieces of information. EXAMPLES: Peter, the first pope/present pope (REL 1.1); Holy Family/our family (REL 1.4). Craft and Structure 1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. EXAMPLES: Prayers such as the Hail Mary, Our Father (REL 1.7); family: Holy Family, church family, immediate family (REL 1.2). Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. EXAMPLES: Using stories of the life of Jesus, St. Anne, St. Joachim and Peter, the first pope (REL 1.1); Easter story (REL 1.8). 1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. EXAMPLES: life of St. Francis of Assisi (REL 1.1) and geographic information; birth of Jesus found in the gospels (REL 1.6) and the songs of the Christmas season. Know and use various text features (EXAMPLES: headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Identify the Old Testament and New Testament (REL 1.6). 1.6 Identify who is telling the story at various points in a text. EXAMPLES: New Testament stories (REL 1.6). Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. EXAMPLES; Books with pictures of Saints, Bible stories and other religious texts (REL 1.1, REL 1.6). Integration of Knowledge and Ideas 1.7 Use illustrations and details in a story or text to describe its key ideas, characters, setting or events. EXAMPLES: New Testament stories, the visit of the shepherds - Luke 2:15-20 (REL 1.7); books with pictures about the life of Jesus or the lives of the saints. (REL 1.1) (REL 1.6). 1.8 Identify the reasons an author gives to support points in a text. EXAMPLE: Creation story (REL 1.9). 1.9 Compare and contrast the adventures and experiences of characters in stories. EXAMPLES: Noah's Ark - compare the experience of Noah's families with the experience of the animals; Moses meeting the pharaoh or parting the Red Sea. Identify basic similarities in and differences between two texts on the same topic (EXAMPLES: in illustrations, descriptions, or procedures). EXAMPLES: Holy Family (REL 1.4); compare the story of the nativity by the different gospel writers. Range of Reading and Level of Text Complexity 1.10 With prompting and support, read Psalms, Proverbs, prose, poetry and informational texts of appropriate complexity for grade one. EXAMPLES: Books about the life of Jesus or the lives of saints (St. Francis of Assisi, St. Nicholas) (REL 1.1). 1 Reading Standards: Foundation Skills Print Concepts 1.1 Demonstrate understanding of the organization and basic features of print. EXAMPLE: Using the Bible and other religious texts such as the missal, books about the saints, the pope, Jesus and prayers to locate the basic features (REL 1.6, REL 1.8). 1.1a Recognize the distinguishing features of a sentence (EXAMPLES: first word, capitalization, ending punctuation). Phonological Awareness 1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes) using the readings at Mass, homily and universal prayers of the Church (REL 1.6). 1.2a Distinguish long from short vowel sounds in spoken single-syllable words. 1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken consonant blends. 1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition 1.3 Know and apply grade-level phonics and word analysis skills in decoding words using Bible stories, other religious texts and prayers (REL 1.1, REL 1.6, REL 1.8). 1.3a Know the spelling-sound correspondence for common consonant digraphs. 1.3b Decode regularly spelled one-syllable words. 1.3c Know final e and common vowel team conventions for representing long vowel sounds. 1.3d Use knowledge that every syllable must have a vowel sounds to determine the number of syllables in a printed word. 1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. 1.3f Read words with inflectional endings. 1.3g Recognize and read grade-appropriate irregularly spelled words. Fluency 1.4 Read with sufficient accuracy and fluency to support comprehension using Bible stories, religious texts, prayers, mass readings and universal prayers of the Church (REL 1.1, REL 1.6, REL 1.7, REL 1.8). 1.4a Read on-level text with purpose and understanding. 1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 1.4c Use context to confirm or self-correct word recognition and understanding, rereading successive readings. 2 Writing Standards Text Types and Purposes 1.1 Write opinion pieces in which students introduce the topic or name the book about which they are writing, state an opinion, supply a reason for the opinion and provide some sense of closure. EXAMPLE: using Bible stories, lives of the saints, life of Jesus (i.e., in the Easter story, did Judas make the correct choice by betraying Jesus?) (REL 1.8). 1.2 Write informative/explanatory texts in which students name a topic, supply some facts about the topic, and provide some sense of closure. EXAMPLE: lives of saints; St. Francis of Assisi (REL 1.1), Church family (REL 1.4), Easter story (REL 1.8). 1.3 Write narratives in which students recount two or more appropriately sequenced events, include some details regarding what happened, use temporal (chronological) words to signal event order and provide some sense of closure. EXAMPLE: using Bible stories such the Easter story (REL 1.8). Production and Distribution of Writing 1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. EXAMPLES: using Bible stories, saint stories, family way of life, Catholic traditions (REL 1.6) (REL 1.1) (REL 1.3) (REL 1.4). 1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. EXAMPLES: using Bible stories, saints, family way of life, Catholic traditions (REL 1.6) (REL 1.1) (REL 1.3) (REL 1.4). Research to Build and Present Knowledge 1.7 Participate in shared research and writing projects (EXAMPLES: explore a number of how-to books on a given topic and use them to write a sequence of instructions) including lives of Saints, St. Joseph, St. Peter (REL 1.1). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question including Bible stories, lives of the Saints, the Boy Jesus in the temple story (Luke 2:41-52) compared to how a student felt when he/she was lost (REL 1.6). Range of Writing 3 Speaking and Listening Standards Comprehension and Collaboration 1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts (using Bible stories and stories about the life of Jesus and the lives of the saints as well as personal experiences of being Catholic) with peers and adults in small and larger groups (REL 1.1, REL 1.3, REL 1.4, REL 1.5, REL 1.9). 1.1a Follow Virtuous Behavior Formation expectations for discussions (EXAMPLES: listening to others with care, speaking one at a time about the topics and texts under discussion). 1.1b Being respectful and remembering that everyone is a child of God, build on others conversations by responding to the comments of others through multiple exchanges. 1.1c Ask questions to clear up any confusion about the topics and texts under discussion. 1.1c Ask questions to clear up any confusion about the topics and texts under discussion. 1.2 Ask and answer questions about key details in a text read aloud (using the Bible) or information presented orally at Mass or through other media (REL 1.6, REL 1.7). 1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings including Bible stories, and stories of the lives of the saints (REL 1.1, REL 1.6, REL 1.8). 1.6 Produce complete sentences when appropriate to task and situation. 4 Language Standards Conventions of Standard English 1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. All of the skills (L.1.1a-1j) can be applied within the practice and teaching of any Bible stories, life of Jesus, lives of saints, Mass readings and universal prayers of the Church (REL 1.1, REL 1.6, REL 1.7, REL 1.8). 1.1a Print all upper- and lowercase letters. 1.1b Use common, proper, and possessive nouns. 1.1c Use singular and plural nouns with matching verbs in basic sentences (EXAMPLES: He hops. We hop). 1.1d Use personal, possessive, and indefinite pronouns (EXAMPLES: I, me, my; they, them, their; anyone, everything). 1.1e Use verbs to convey a sense of past, present, and future (EXAMPLES: Yesterday I walked home. Today I walk home. Tomorrow I will walk home). 1.1f Use frequently occurring adjectives. 1.1g Use frequently occurring conjunctions (EXAMPLES: and, but, or, so, because). 1.1h Use determiners (EXAMPLES: articles, demonstratives). 1.1i Use frequently occurring prepositions (EXAMPLES: during, beyond, toward). 1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. All of the skills (L.1.2a-2e) can be applied within the practice and teaching of any Bible stories, lives of saints, Mass readings and universal prayers of the Church (REL 1.1, REL 1.6, REL 1.7, REL 1.8). 1.2a Capitalize dates and names of people. 1.2b Use end punctuation for sentences. 1.2c Use commas in dates and to separate single words in a series. 1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. 1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Knowledge of Language 1.3 (Begins in grade 2) Vocabulary Acquisition and Use 1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies 1.4a Use sentence-level context as a clue to the meaning of a word or phrase. 1.4b Use frequently occurring affixes as a clue to the meaning of a word. 1.4c Identify frequently occurring root words (EXAMPLE: look) and their inflectional forms (EXAMPLE: looks, looked, looking). 1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings 1.5a Sort words into categories (EXAMPLES: colors, clothing, Catholic, parts of the Mass, items in a church) to gain a sense of the concepts the categories represent. 1.5b Define words by category and by one or more key attributes (EXAMPLES: a duck is a bird that swims; a tiger is a large cat with stripes, Baptism is a sacrament, Jesus is the Son of God). 1.5.c - Identify real-life connections between words and their use (EXAMPLES: note places at home that are cozy, locations to pray, things that God created). 1.5d Distinguish shades of meaning among verbs differing in manner (EXAMPLES: look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (EXAMPLES: large, gigantic) by defining or choosing them or by acting out the meanings. 5 1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts (Bible stories and the lives of saints) and participation in Mass, including using frequently occurring conjunctions to signal simple relationships (EXAMPLE: because) (REL 1.1, REL 1.6, REL 1.7, REL 1.8). 6
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