ReadingCommon Core Standards 1stGrade
The research-based instructional trainings that Graves County teachers have participated in have proven to be of great value. Strategies learned should continue to be utilized when teaching students the new Kentucky Core Academic Standards. When creating lesson plans, teachers should keep in mind the following best practices:
Learning Targets – “I can…”, “Today I will…”
Rutherford’s Principles of Learning
- Congruency – Activity matches the learning target
- Overt Responses – All, Abundant, During
- Performance Feedback – Abundant, immediate, specific
- Locale Memory – Learning in 3D spatial area
- Conscious Attention – Gaining, keeping, & applying attention
- Personal Relevance – Linking to student survival or well-being
- Mental Models – 3 Levels; Level 1- Pictures + Words; Level 2 – Sensory representations + written/verbal label; Level 3 – Right + Left Hemisphere
21st Century Skills
- Communication
- Collaboration
- Creativity & Innovation
- Critical Thinking and Problem Solving
Silver and Strong/Thoughtful Ed Vocabulary Strategies
Formative Assessments – Assessment FOR Learning
Differentiation – Tiered Activities for ALL learners
GREAT RESOURCES : lesson plans to match core standards; Graphic Organizers aligned with Standards
Literature (RL)
Common Core Standard / Learning Targets / Vocabulary / ResourcesKey Ideas and Details
1.RL.1
Ask and answer questions about key details in a text.
Ask who, what , where, when and how.
How can you tell?
Retell
Summarize / Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a text /
- Main Idea
- Details
- Retell
- Infer
- Who
- What
- Where
- When
- Why
- How
- Summarize
1.RL.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
How do you know?
Where did you find it?
What is the author trying to tell us with the story? / Identify:
- key details of a story
- central message/lesson of the story
Apply understanding of their central message or lesson
Orally demonstrate understanding of their central message or lesson /
- Retell
- Theme
- Moral
1.RL.3
Describe characters, settings, and major events in a story, using key details.
Compare/Contrast
Plot –What is happening in the story?
Problem/Solution / Describe characters in a story, using key details
Describe settings in a story, using key details
Describe major events in a story, using key details /
- Characters,
- Setting,
- Plot,
- Events,
- problem/solution,
- sequence
Compare and Contrast 2 Objects
Craft and Structure
1.RL.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Reading strategies
Picture clues, context clues, tongue twisters-alliteration / Identify words or phrases in stories and poems that tell us how the character is feeling /
- Poem
- Feelings
- Senses
1.RL.5
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
I know this story is fiction/non-fiction because…. / Recognize:
- characteristics of fiction
- characteristics of
- nonfiction
- fiction in different forms of text
- nonfiction in different forms of text
- Difference,
- Fiction,
- Non-fiction,
- information
1.RL.6
Identify who is telling the story at various points in a text. / Recognize when the narrator is telling the story
Identify:
- the characters in a story
- who is telling the story at various points in a text
- Point of View
Integration of Knowledge and Ideas
1.RL.7
Use illustrations and details in a story to describe its characters, setting, or events.
Picture walk
What season/How do you know?
What time of day? How do you know? / Use pictures in a story to describe characters, events, or settings.
Use illustrations in a story to describe characters, events, or settings.
Use details in a story to describe characters, events, or settings. /
- Illustrations
- Character
- Setting
1.RL.8 No Common Core Standard
1.RL.9
Compare and contrast the adventures and experiences of characters in stories.
Venn Diagram- Night Before Christmas/Polar Express / Compare the adventures and experiences of characters in stories.
Contrast the adventures and experiences of characters in stories. /
- Compare
- Contrast
- Characters
- Adventures
- Experiences
Range of Reading and Level of Text Complexity
1.RL.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1. /
- Poetry
Informational Text (RI)
Common Core Standard / Learning Targets / Vocabulary / ResourcesKey Ideas and Details
1.RI.1
Ask and answer questions about key details in a text.
Cite details from the text / Compare the adventures and experiences of characters in stories.
Contrast the adventures and experiences of characters in stories. /
- Main Idea
- Details
1.RI.2
Identify the main topic and retell key details of a text. / Identify the main topic and key details of a text. /
- Main Topic
- Retell
1.RI.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
This happened because…. / Describe the connections between two key events or ideas in a text. /
- Compare
- Contrast
- Events
- Ideas
Craft and Structure
1.RI.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Pre teach vocabulary
Context clues / Ask and answer questions to help determine the meaning of words and phrases in a text.
Ask and answer questions to help clarify the meaning of words and phrases 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.
Pull excerpts or examples / Know various text features to locate key facts or information in a text.
Use various text features to locate key facts or information in a text.
(e.g., headings, tables of contents, glossaries, electronic menus, icons) /
- Heading,
- Text Features,
- Table of Contents, Glossaries
1.RI.6
Distinguish between information provided by pictures or other illustrations and information provided by the words
in a text.
Compare/Contrast / Identify whether information is provided in pictures or other illustrations and by the words in the text / Compare
Contrast
Illustrations
Integration of Knowledge and Ideas
1.RI.7
Use the illustrations and details in a text to describe its key ideas.
How is the character feeling?
What in the story lets you know that? / Use illustrations in a story to describe key ideas /
- Illustrations
- Main Idea
1.RI.8
Identify the reasons an author gives to support points in a text.
I know this because…
In the story it says… / Identify the reasons an author gives to support point(s) in a text /
- Author,
- Main Idea,
- Context Clues
1.RI.9
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Compare/Contrast / Identify similarities between two texts on the same topic.
Identify differences between two texts on the same topic /
- Similarities
- Differences
- Procedures
- Compare
- Contrast
Range of Reading and Level of Text Complexity
1.RI.10
With prompting and support, read informational texts appropriately complex for grade 1. / Expository
Non-fiction / Informational Text Passages and Questions:
Foundational Skills (RF)
Common Core Standard / Learning Targets / Vocabulary / ResourcesPrint Concepts
1.RF.1
Demonstrate understanding of the organization and basic features of print.
a)Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). /
- Sentence
- Capitalization
- Punctuation (. , ? !)
Phonological Awareness
1.RF.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a)Distinguish long from short vowel sounds in spoken single-syllable words.
b)Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c)Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d)Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). /
- Syllables
- Phonemes (sounds)
- Vowels
- Consonants
- Segment
- Sequence
- Initial
- Medial
- Final
Phonics and Word Recognition
1.RF.3
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 the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grad-appropriate irregularly spelled words. /
- Decoding
- Digraphs
- Consonant
- Vowels
- Syllable
- Decode
- Patterns
Fluency
1.RF.4
Read with sufficient accuracy and fluency to support comprehension.
a)Read on-level text with purpose and understanding.
b)Read on-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. /
- Fluency
- Comprehension
- Purpose
- Expression
- Context
- Self-correct
1
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards