Teach Common Core English Language Arts Standards With Kiddom

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Reading Literature


1.RL.2

Retell stories, including key details, and demonstrate understanding of their central message or lesson.
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1.RL.4

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
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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.
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1.RL.7

Use illustrations and details in a story to describe its characters, setting, or events.
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1.RL.10

With prompting and support, read prose and poetry of appropriate complexity for grade 1.
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Reading Informational


1.RI.3

Describe the connection between two individuals, events, ideas, or pieces of information in a text.
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1.RI.4

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
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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.
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1.RI.6

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
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1.RI.9

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
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1.RI.10

With prompting and support, read informational texts appropriately complex for grade 1.
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Reading Foundational Skills


1.RF.1.a

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
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1.RF.2.b

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
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1.RF.2.c

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
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1.RF.2.d

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
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1.RF.3.c

Know final -e and common vowel team conventions for representing long vowel sounds.
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1.RF.3.d

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
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1.RF.3.e

Decode two-syllable words following basic patterns by breaking the words into syllables.
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1.RF.4.b

Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
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1.RF.4.c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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Writing


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.
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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.
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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.
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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.
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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.
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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).
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1.W.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
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Speaking & 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.
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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).
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1.SL.1.b

Build on others? talk in conversations by responding to the comments of others through multiple exchanges.
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1.SL.1.c

Ask questions to clear up any confusion about the topics and texts under discussion.
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1.SL.2

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
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1.SL.3

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
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1.SL.4

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
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1.SL.5

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
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Language


1.L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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1.L.1.c

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
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1.L.1.d

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
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1.L.1.e

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
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1.L.1.j

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
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1.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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1.L.2.d

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
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1.L.2.e

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
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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.
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1.L.4.c

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
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1.L.5

With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
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1.L.5.a

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
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1.L.5.b

Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
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1.L.5.c

Identify real-life connections between words and their use (e.g., note places at home that are cozy).
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1.L.5.d

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
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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).
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Reading History/Social Studies


Reading Science/Technical


Writing HS/S/T


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