Evidence outcomes in bold are those that are expected to be mastered in trimester 3

• Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (CCSS: SL.1.1)

• Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (CCSS: SL.1.2)

• Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS: SL.1.4)

• Produce complete sentences when appropriate to task and situation. (CCSS: SL.1.6) *

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized Evidence Outcomes:

• Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (CCSS: RL.1.4)

• Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4)

Supporting Evidence Outcomes:

• Ask and answer questions about key details in a text. (CCSS: RL.1.1) * 

• Retell stories, including key details, and demonstrate understanding of their central message or lesson. (CCSS: RL.1.2)

• Describe characters, settings, and major events in a story, using key details. (CCSS: RL.1.3) *

• Make predictions about what will happen in the text and explain whether they were confirmed or not and why, providing evidence from the text. * 

• Explain major differences between books that tell stories and books that give information. (adapted from CCSS: RL.1.5)

• Follow and replicate patterns in predictable poems.  

• Use illustrations and details in a story to describe its characters, setting, or events. (CCSS: RL.1.7) 

• Compare and contrast the adventures and experiences of characters in stories. (CCSS: RL.1.9) * 

• With prompting and support, read prose and poetry of appropriate complexity for grade 1. (CCSS: RL.1.10)

• Ask and answer questions about key details in a text. (CCSS: RI.1.1) * 

• Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS:RI.1.3)* 

• Activate schema and background knowledge to construct meaning. 

• Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS RI.1.6)

Foundational Skills:

• Distinguish long from short vowel sounds in spoken single-syllable words. (CCSS: RF.1.2a)*

• Know final-e and common vowel team conventions for representing long vowel sounds. (CCSS: RF.1.3c*

• Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (CCSS: RF.1.3d)*

• Decode two-syllable words following basic patterns by breaking the words into syllables. (CCSS: RF.1.3e)*

• Read words with inflectional endings. (CCSS:RF.1.3f)*

• Read grade-appropriate irregularly spelled words. (adapted from CCSS:RF.1.3g)*

• Accurately decode unknown words that follow a predictable letter/sound relationship.*

• Read grade-level text with purpose and understanding. (CCSS: RF.1.4a)

• Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b)

• Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.1.4a) *

• Use frequently occurring affixes as a clue to the meaning of a word. (CCSS: L.1.4b)

• Identify frequently occurring root words (for example: look) and their inflectional forms (for example: looks, looked, looking).* (CCSS: L.1.4c)

• Identify and understand compound words.*

• Define words by category and by one or more key attributes (for example: a duck is a bird that swims; a tiger is a large cat with stripes). (CCSS: L.1.5b)

• Identify real-life connections between words and their use (for example: note places at home that are cozy). (CCSS: L.1.5c)

• Distinguish shades of meaning among verbs differing in manner (for example: look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (for example: large, gigantic) by defining or choosing them or by acting out the meanings. (CCSS: L.1.5d)

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized Evidence Outcome:

• Recount real or imagined, sequenced events that include details and a sense of closure. (CCSS:W.1.3)

Supporting Evidence Outcomes:

• Recount two or more appropriately sequenced events. (CCSS: W.1.3)

• Include some details regarding what happened. (CCSS: W.1.3)

• Provide some sense of closure. (CCSS: W.1.3)

Grammar & Conventions:

• Use determiners (for example: articles, demonstratives). (CCSS:L.1.1h)

• Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (CCSS:L.1.1j)

• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (CCSS:L.1.2d)

• 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.

• With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS:W.1.6)