ELA Standards Removed from First Grade

1-1.8 Create responses to literary texts through a variety of methods (for example: writing, creative dramatics, and the visual and performing arts)

1-1.10 Explain cause and effect relationships presented in literary text.

1-2.2 Analyze informational texts to draw conclusions and make inferences during classroom discussions.

1-2.8 Explain cause and effect relationships presented in informational text.

1-3.5 Understand the relationship between two or more words (including synonyms, antonyms, and homonyms)

1-3.9 Create rhyming words in response to an oral prompt

1-3.13 Use knowledge of letter names and their corresponding sounds to spell words independently.

1-3.14 Organize a series of words by alphabetizing to the first letter.

1-3.21 Recognize environmental print (for example: signs in the school, road signs, restaurant and store signs, and logos).

1-3.22 Know parts of a book including the front and back covers, the title, and the names of the author and illustrator

1-3.23 Carry out left-to-right, top-to-bottom, and return-sweep directionality on the printed page.

The following indicators should be embedded into the daily lesson plans throughout the year.

Language Arts
alphabetic order
blend
capital(ization)
character
comma
comprehension
consonant/consonant blend
conventions
describe / draft
edit
exclamation mark
fiction
illustrate
initial
nonfiction
order
period / predict
pre-write
problem
publish
punctuation
question mark
reread
revise / topic sentence
sequence
setting
summarize
syllable
upper/lower case
vowel
writing process
Week of Aug. 20th - Aug. 24th
Aug. 20th - Aug. 24th
Indicator / CCSS
Instructional Strategies
Placement, Diagnosis and Prescription
Teaching Expectations
Alphabet Routines: Have students recite the ABCs with Alphabet Beat
Resources
Assessment Manual
Getting Started- p. 46-48
p. 50-51
CD of Songs- Track 1
Daily Oral Language
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31st
Aug. 27th - Aug. 31st
Indicator / CCSS
Instructional Strategies
Placement, Diagnosis and Prescription
Teaching Expectations
Alphabet Routines: Introduce Alphabet Blues by having students Listen to Track 2 and sing along At Day 10 begin to rotate tracks 1 and 2
Resources
Assessment Manual
Getting Started- p. 46-48
p. 50-51
CD of Songs- Track 2
Daily Oral Language
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th
Sept. 3rd
Indicator / CCSS
Labor Day (Holiday) / Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th - Sept. 7th
Indicator / CCSS
1-1.9 Classify a text as either fiction or nonfiction.
1-3.11 Use blending to generate words orally.
1-3.15 Identify beginning, middle, and ending sounds in
single-syllable words.
1-4.2 Use simple sentences in writing.
1-4.3 Use pictures, letters, or words to tell a story from beginning to end. / 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.
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.
1.SL.6
Produce complete sentences when appropriate to task and situation.
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.3
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.
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 needed.
Instructional Strategies
See Read Well Teacher’s Guide
Resources
Read Well Teacher’s Guide
Other ELA Websites
South Carolina Academic Standards
http://ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/ela/index.html
S3 Curriculum and Support Documents
http://scde.mrooms.org/index.php?page=14481
Daily Oral Language
www.readtennessee.org
QRL
Assessment
Week of Sept. 10th - Sept. 14th
Sept. 10th - Sept. 14th
Indicator / CCSS
1-1.5 Generate a retelling that identifies the characters and
the setting in a story and relates the important events
in sequential order.
1-1.7 Use relevant details in summarizing stories read
aloud.
1-1.9 Classify a text as either fiction or nonfiction.
1-3.11 Use blending to generate words orally.
1-3.15 Identify beginning, middle, and ending sounds in
single-syllable words.
1-4.2 Use simple sentences in writing.
1-4.3 Use pictures, letters, or words to tell a story from beginning to end. / 1.RL.2
Retell stories, including key details, and
demonstrate understanding of their central
message or lesson.
1.RL.3
Describe characters, settings, and major events in a story, using key details.
1.RL.1
Describe characters, settings, and major events in a story, using key details.
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.
1.RL.7
Refer to pictures, illustrations, and details in
a story to describe characters, setting, or events.
1.RL.9
Compare and contrast the adventures and
experiences of characters in stories.
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).
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.3
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.
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 needed.
Instructional Strategies
See Read Well Teacher’s Guide
Resources
Read Well Teacher’s Guide
Other ELA Websites
South Carolina Academic Standards
http://ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/ela/index.html
S3 Curriculum and Support Documents
http://scde.mrooms.org/index.php?page=14481
Daily Oral Language
www.readtennessee.org
QRL
Assessment
Week of Sept. 17th - Sept. 21th
Sept. 17th - Sept. 21st
Indicator / CCSS
1-1.5 Generate a retelling that identifies the characters and
the setting in a story and relates the important events
in sequential order.
1-1.7 Use relevant details in summarizing stories read
aloud.
1-1.9 Classify a text as either fiction or nonfiction.
1-3.11 Use blending to generate words orally.
1-3.15 Identify beginning, middle, and ending sounds in
single-syllable words.
1-4.2 Use simple sentences in writing.
1-4.3 Use pictures, letters, or words to tell a story from
beginning to end.
1-3.2 Identify base words and their inflectional endings
(including -s, -es, -ing, -ed, -er, and -est). / 1.RL.2
Retell stories, including key details, and
demonstrate understanding of their central
message or lesson.
1.RL.3
Describe characters, settings, and major events in a story, using key details.
1.RL.1
Describe characters, settings, and major events in a story, using key details.
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.
1.RL.7
Refer to pictures, illustrations, and details in
a story to describe characters, setting, or events.
1.RL.9
Compare and contrast the adventures and
experiences of characters in stories.
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).
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.3
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.
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 needed.
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.(two letters
that represent one sound).
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.
1.L.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.
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).
Instructional Strategies
See Read Well Teacher’s Guide
Resources
Read Well Teacher’s Guide
Other ELA Websites
South Carolina Academic Standards
http://ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/ela/index.html
S3 Curriculum and Support Documents
http://scde.mrooms.org/index.php?page=14481
Daily Oral Language
www.readtennessee.org
QRL
Assessment
Week of Sept. 24th - Sept. 28th
Sept. 24th - Sept. 28th
Indicator / CCSS
1-1.5 Generate a retelling that identifies the characters and
the setting in a story and relates the important events
in sequential order.
1-1.7 Use relevant details in summarizing stories read
aloud.
1-1.9 Classify a text as either fiction or nonfiction.
1-3.11 Use blending to generate words orally.
1-3.15 Identify beginning, middle, and ending sounds in
single-syllable words.
1-4.2 Use simple sentences in writing.
1-3.2 Identify base words and their inflectional endings
(including -s, -es, -ing, -ed, -er, and -est).
1-4.6 Edit for the correct use of written Standard American
English, including capitalization --first word of a
sentence, names of people, and pronoun
I;punctuation-- periods, exclamation points, and
question marks; and
spelling
-high-frequency words and
-three- and four-letter short-vowel words. / 1.RL.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
1.RL.3
Describe characters, settings, and major events in a story, using key details.
1.RL.1
Describe characters, settings, and major events in a story, using key details.
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.
1.RL.7
Refer to pictures, illustrations, and details in
a story to describe characters, setting, or events.
1.RL.9
Compare and contrast the adventures and
experiences of characters in stories.
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).
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.3
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.
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 needed.
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.(two letters
that represent one sound).
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.
1.L.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.
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).
1.L.2
Observe conventions of 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.
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).
Instructional Strategies
See Read Well Teacher’s Guide
Resources
Read Well Teacher’s Guide
Other ELA Websites
South Carolina Academic Standards
http://ed.sc.gov/agency/pr/Standards-and-Curriculum/old/cso/standards/ela/index.html