1st grade language arts curriculum map › docs › reading curriculum map.d… · web view1st...

1st Grade Language Arts Curriculum Map2012-2013 School Year

(First Grade Team: Jamie Mulhearn, Julie Edwards, Courtney Brickey, Zac Stumbo, Regina Sutton)

Unit 1: All About UsUnit 1.1 We Are Special Reading Standards for Literature

Key Ideas and Details 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

3. Describe characters, settings, and major events in a story, using key details. I can retell important events in the beginning, middle, and ending of a story. I can tell about the characters and setting in a story.

Range of Reading and Level of Text Complexity10. With prompting and support, read prose and poetry of appropriate complexity for

grade 1. I can read first grade level text.

Reading Standards for Informational TextCraft and Structure 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

I can use pictures, captions and text to help me answer questions about my reading.

Reading Standards: Foundational SkillsPrint Concepts

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). I can tell the difference between letters, words, and sentences. I can tell about capitalization and punctuation in a sentence.

Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words.

b. Decode regularly spelled one-syllable words. I can sound out simple words. I can read words with short vowels.

Writing Standards

Text Types and Purposes3. 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.

I can write a story with 2 or more sequenced events using transition words and a closing sentence.

Language StandardsConventions of Standard English

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

a. Print all upper- and lowercase letters. I can print all upper and lower case letters.

Unit 1.2 Ready, Set, Move! Reading Standards for LiteratureKey Ideas and Details 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

I can retell important events in the beginning, middle, and ending of a story.




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).

I can tell the difference between letters, words, and sentences. I can tell about capitalization and punctuation in a sentence.

Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. b. Decode regularly spelled one-syllable words.

I can sound out simple words. I can read words with short vowels.

Writing StandardsText Types and Purposes

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.

I can write a story with 2 or more sequenced events using transition

words and a closing sentence.Language StandardsConventions of Standard English



Unit 1.3 Growing Up Reading Standards for LiteratureKey Ideas and Details 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.


Reading Standards for Informational TextRange of Reading and Level of Text Complexity

10. With prompting and support, read informational texts appropriately complex for grade

I can read first grade level text.Reading Standards: Foundational SkillsPrint Concepts



Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. b. Decode regularly spelled one-syllable words.



2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

I can write descriptive sentences.Language StandardsConventions of Standard English



j. Produce and extend complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

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

b. Use end punctuation for sentences. I can use punctuation correctly when writing.

Unit 1.4 Pets Reading Standards for LiteratureCraft and Structure

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 can indentify fiction, non-fiction, fantasy, realistic fiction, and poetry.Range of Reading and Level of Text Complexity

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

I can read first grade level text.Reading Standards for Informational TextCraft and Structure

5. Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

I can use headings, table of contents, and glossaries to help me answer questions about my reading.




Phonological Awareness2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

I can blend 2, 3, or 4 sounds into words.Writing StandardsText Types and Purposes


I can write descriptive sentences.





I can write a complete sentence.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Unit 1.5 Teamwork Reading Standards for Informational TextIntegration of Knowledge and Ideas

8. Identify the reasons an author gives to support points in a text. I can identify main idea and details.

Range of Reading and Level of Text Complexity10. With prompting and support, read informational texts appropriately complex for

grade I can read first grade level text.





b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

I can blend 2, 3, or 4 sounds into words.Writing StandardsText Types and Purposes

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.

I can write an opinion story in which I state an opinion, give a reason and write a closing sentence.





I can write a complete sentence. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Unit 2: Outside My DoorUnit 2.1 Animal Families Reading Standards for Informational Text

Key Ideas and Details2. Identify the main topic and retell key details of a text.

a. I can tell the main idea and details in informational text.Range of Reading and Level of Text Complexity


I can read first grade level text.Reading Standards: Foundational SkillsPhonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words.b. Decode regularly spelled one-syllable words.


Writing StandardsResearch to Build and Present Knowledge

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).

I can take part in shared research and write about what I learned.Language StandardsConventions of Standard English


b. Use common, proper, and possessive nouns. I can identify and use nouns correctly when writing.

Unit 2.2 Helping Out Reading Standards for LiteratureKey Ideas and Details

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


Craft and Structure5. 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 can indentify fiction, non-fiction, fantasy, realistic fiction, and poetry.



Reading Standards for Informational TextCraft and Structure

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


Reading Standards: Foundational SkillsPhonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words.b. Decode regularly spelled one-syllable words.






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

I can use parts of speech correctly when writing and speaking (nouns, pronouns, verbs, adjectives, conjunctions, articles and prepositions).

Vocabulary Acquisition and Use

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.

b. Use frequently occurring affixes as a clue to the meaning of a word. I can read and understand words with added beginnings and endings –

ing)Unit 2.3 Where Animals Live

Reading Standards for Informational TextKey Ideas and Details

2. Identify the main topic and retell key details of a text. I can tell the main idea and details in informational text.




4. Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences for common consonant diagraphs.

I can read sh, and th in words.Writing StandardsText Types and Purposes






Unit 2.4 Sing and Dance Reading Standards for LiteratureKey Ideas and Details



Range of Reading and Level of Text Complexity




I can use headings, table of contents, and glossaries to help me answer questions about my reading.

I can read first grade level text.Reading Standards: Foundational SkillsPhonological Awareness

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). b. Orally produce single-syllable words by blending sounds (phonemes),

including consonant blends. I can blend 2, 3, or 4 sounds into words.








a. Capitalize dates and names of people. I can capitalize proper nouns.

Unit 2.5 Let’s Laugh Reading Standards for LiteratureKey Ideas and Details




grade 1.

Reading Standards: Foundational SkillsPhonological Awareness










a. Capitalize dates and names of people. I can capitalize proper nouns.

Unit 3: Let’s ConnectUnit 3.1 Being Friends Reading Standards for Literature

Key Ideas and Details2. Identify the main topic and retell key details of a text.

I can tell the main idea and details in informational text.Craft and Structure

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




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

I can learn new words when I read.Reading Standards: Foundational SkillsPhonological Awareness

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words.

I can tell the difference between short and long vowel sounds.Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words.c. Know final –e and common vowel team conventions for representing long

vowel sounds.f. Read words with inflectional endings

I can read words with long vowels (silent e, and vowel teams). I can read words with the endings -ed, -ing.



i. I can write a story with 2 or more sequenced events using transition words and a closing sentence.



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).



c. Use commas in dates and to separate single words in a series. I can use punctuation correctly when writing.

Vocabulary Acquisition and Use4. 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.

b. Use frequently occurring affixes as a clue to the meaning of a word. I can read and understand words with added beginnings and endings (–

s, -es, -ed, -ing, -er, –est, un- and re-)

Unit 3.2 Kids Around the World


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

I can make connections when I read.Integration of Knowledge and Ideas

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

I can compare and contrast informational texts.Range of Reading and Level of Text Complexity







I can take part in shared research and write about what I learned.Language Standards




Unit 3.3 Me and My Shadow



Integration of Knowledge and Ideas9. Identify basic similarities in and differences between two texts on the same topic

(e.g., in illustrations, descriptions, or procedures). I can compare and contrast informational texts.

Range of Reading and Level of Text Complexity


I can read first grade level text.


3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences for common consonant diagraphs.f. Read words with inflectional endings.

I can read sh, th, and ch in words. I can read words with the endings –s, -es.



I can write descriptive sentences.Language Standards




Unit 3.4 Our Families Reading Standards for LiteratureCraft and Structure


I can indentify fiction, non-fiction, fantasy, realistic fiction, and poetry.6. Identify who is telling the story at various points in a text.

I can identify who is telling the story.Range of Reading and Level of Text Complexity





Reading Standards: Foundational Skills


a. Distinguish long from short vowel sounds in spoken single-syllable words. I can tell the difference between short and long vowel sounds.

Phonics and Word Recognition3. Know and apply grade-level phonics and word analysis skills in decoding words.

c. Know final –e and common vowel team conventions for representing long vowel sounds.

I can read words with long vowels (silent e, and vowel teams).Writing StandardsText Types and Purposes






Unit 3.5 Family Time Reading Standards for LiteratureKey Ideas and Details

3. Describe characters, settings, and major events in a story, using key details. I can tell about the characters and setting in a story.

Integration of Knowledge and Ideas7. Use illustrations and details in a story to describe its characters, setting, or events.

I can use illustrations and details to tell about the characters, setting and events in a story.




2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Orally produce single-syllable words by blending sounds (phonemes),





Language StandardsVocabulary Acquisition and Use

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.

b. Use frequently occurring affixes as a clue to the meaning of a word. I can read and understand words with added beginnings and endings (–

s, -es, -ed, -ing, -er, –est, un- and re-)

Unit 4: Our EarthUnit 4.1 Birds Reading Standards for Literature







vowel sounds. I can read words with long vowels (silent e, and vowel teams).

Fluency4. Read with sufficient accuracy and fluency to support comprehension.

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

I can use context clues.Writing StandardsText Types and Purposes

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.




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




a. Use sentence-level context as a clue to the meaning of a word or phrase.c. Identify frequently occurring root words (e.g., look) and their inflectional

forms (e.g., looks, looked, looking). I can use context clues to figure out the meaning of new words. I can identify root words.

Unit 4.2 Recycling Reading Standards for LiteratureKey Ideas and Details


I can retell important events in the beginning, middle, and ending of a story. 3. Describe characters, settings, and major events in a story, using key details.

I can tell about the characters and setting in a story.Craft and Structure




I can read first grade level text.Craft and Structure


I can use headings, table of contents, and glossaries to help me answer

questions about my reading.Reading Standards: Foundational SkillsPhonological Awareness








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.




b. common, proper, and possessive nouns. I can use parts of speech correctly when writing and speaking (nouns,

pronouns, verbs, adjectives, conjunctions, articles and prepositions). I can use context clues to figure out the meaning of new words.



a. Use sentence-level context as a clue to the meaning of a word or phrase. I can use context clues to figure out the meaning of new words.

Unit 4.3 What’s the Weather?


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

I can make connections when I read.Integration of Knowledge and Ideas

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

I can compare and contrast informational texts.Range of Reading and Level of Text Complexity











I can write a feature article in which I name a topic, write facts and write a closing sentence.

Production and Distribution of Writing6. With guidance and support from adults, use a variety of digital tools to produce and

publish writing, including in collaboration with peers. I can write stories and reports using technology.

Research to Build and Present Knowledge8. With guidance and support from adults, recall information from experiences or

gather information from provided sources to answer a question. I can use information to answer questions.

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.



Unit 4.4 What Scientists Do



I can learn new words when I read.Integration of Knowledge and Ideas

8. Identify the reasons an author gives to support points in a text. Identify supporting details in informational texts.













Unit 4.5 Favorite Stories Reading Standards for LiteratureKey Ideas and Details


I can retell important events in the beginning, middle, and ending of a story.3. Describe characters, settings, and major events in a story, using key details.

I can tell about the characters and setting in a story.Integration of Knowledge and Ideas

7. Use illustrations and details in a story to describe its characters, setting, or events. I can use illustrations and details to tell about the characters, setting and

events in a story.Range of Reading and Level of Text Complexity


I can read first grade level text.Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words.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. I can read two syllable words.




Unit 5: I Can Do It!Unit 5.1 Express Yourself Reading Standards for Literature

Integration of Knowledge and Ideas9. Compare and contrast the adventures and experiences of characters in a story.

I can compare and contrast characters in a story.Range of Reading and Level of Text Complexity




I can use pictures, captions and text to help me answer questions about

my reading.Reading Standards: Foundational SkillsPhonological Awareness







f. Use frequently occurring adjectives. I can use parts of speech correctly when writing and speaking (nouns,

pronouns, verbs, adjectives, conjunctions, articles and prepositions).Vocabulary Acquisition and Use

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

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

I can make real-life connections to new words.Unit 5.2 Watch It Go Reading Standards for Literature

Key Ideas and Details 3. Describe characters, settings, and major events in a story, using key details.

I can tell about the characters and setting in a story.Craft and Structure


I can indentify fiction, non-fiction, fantasy, realistic fiction, and poetry.5. Explain major differences between books that tell stories and books that give


Integration of Knowledge and Ideas7. Use illustrations and details in a story to describe its characters, setting, or events.

I can use illustrations and details to tell about the characters, setting and events in a story.











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

I can identify root words.5. With guidance and support from adults, demonstrate understanding of word

relationships and nuances in word meanings.c. Identify real-life connections between words and their use (e.g., note places at

home that are cozy). I can make real-life connections to new words.

Unit 5.3 Inventions Reading Standards for Informational TextKey Ideas and Details

1. Ask and answer questions about key details in a text. I can ask and answer questions about informational text.





I can take part in shared research and write about what I learned.Language Standards


when writing or speaking. f. Use frequently occurring adjectives.


Unit 5.4 I Can Do It Reading Standards for LiteratureKey Ideas and Details

1. Ask and answer questions about key details in a text. I can ask and answer questions about a story.

Craft and Structure5. Explain major differences between books that tell stories and books that give











f. Use frequently occurring adjectives. I can use parts of speech correctly when writing and speaking (nouns,

pronouns, verbs, adjectives, conjunctions, articles and prepositions).Unit 5.5 How Does it Grow?



I can learn new words when I read.Range of Reading and Level of Text Complexity


I can read first grade level text.Vocabulary Acquisition and Use

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concept categories represent.

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).

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

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.

I can sort words into categories using characteristics. I can make real-life connections to new words. I can act out verbs and adjectives with similar but different meanings

(ex. look-peek.Unit 6: Let’s Discover

Unit 6.1 Bugs, Bugs, Bugs! Reading Standards for LiteratureCraft and Structure


I can indentify fiction, non-fiction, fantasy, realistic fiction, and poetry.6. Identify who is telling the story at various points in a text.

I can identify who is telling the story.Range of Reading and Level of Text Complexity


I can read first grade level text.Fluency

4. Read with sufficient accuracy and fluency to support comprehension.c. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary. I can use context clues.




Production and Distribution of Writing5. With guidance and support from adults, focus on a topic, respond to questions and

suggestions from peers, and add details to strengthen writing when needed. I can participate in shared writing.

LanguageConventions of Standard English

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

h. Use determiners (e.g., articles, demonstratives) I can use parts of speech correctly when writing and speaking.




Unit 6.2 Exploring Space Reading Standards for LiteratureRange of Reading and Level of Text Complexity









I can use context clues.




Production and Distribution of Writing5. With guidance and support from adults, focus on a topic, respond to questions and

suggestions from peers, and add details to strengthen writing when needed. I can participate in shared writing.




Unit 6.3 At Work Reading Standards for LiteratureRange of Reading and Level of Text Complexity












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



b. Use commas in dates and to separate single words in a series. I can use punctuation correctly when writing.

Vocabulary Acquisition and Use5. With guidance and support from adults, demonstrate understanding of word

relationships and nuances in word meanings.a. Sort words into categories (e.g., colors, clothing) to gain a sense of the

concept categories represent.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). I can sort words into categories using characteristics.

Unit 6.4 Watching Animals Grow



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









Production and Distribution of Writing6. With guidance and support from adults, use a variety of digital tools to produce and

publish writing, including in collaboration with peers. I can write stories and reports using technology.





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


Unit 6.5 Let’s Build Reading Standards for LiteratureCraft and Structure











vowel sounds.

I can read words with long vowels (silent e, and vowel teams).Writing StandardsText Types and Purposes




when writing or speaking. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). i. Use frequently occurring prepositions (e.g., during, beyond, toward).


* The following core content/standards are taught either daily or weekly (as noted) using the Phonemic Awareness: The Skills That They Need To Help Them Succeed! and our Reading Unit stories and leveled readers.

* Reading Standards: Foundational SkillsPhonological Awareness (Daily)

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 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).

I can say the beginning, middle, and ending sounds in words. I can break apart words into their individual sounds.

Phonics and Word Recognition (Weekly)3. Know and apply grade-level phonics and word analysis skills in decoding words.

g. Recognize and read grade-appropriate irregularly spelled words. I can read first grade level sight words.

Fluency (Weekly)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.

I can read first grade level text fluently.

** The following core content standards and I can statements will be introduced, taught, and reinforced throughout the year in activities such as: read alouds, shared/interactive writings, sharing of background knowledge and learning experiences, presenting individual writings or group projects, discussions (whole group, small group, think-pair-share), and answering/responding to text questions (following each reading unit story). Speaking and listening rules will be established and practiced at the beginning of the year when other classroom procedures are taught.

** Speaking and Listening StandardsComprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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).

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion.

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is

not understood. I can follow listening and speaking rules. I can add to conversations in my classroom. I can ask questions about what others are saying. I can ask and answer questions about learning experiences in my classroom.

Presentation of Knowledge and Ideas4. Describe people, places, things, and events with relevant details, expressing ideas and feelings, clearly.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26

for specific expectations). I can describe people, places, things and events. I can use drawings to help me share ideas. I can speak in complete sentences.

*** This standard will be introduced through modeled and shared writing experiences at the beginning of the year. Throughout the year, students will be encouraged to use phonetic spelling to sound out untaught words when writing. Students will correctly spell sight words and words that include spelling conventions that have been taught and assessed.)

*** Language StandardsConventions of Standard English

1. Demonstrate command of the conventions of standard English e. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

I can spell first grade words correctly. I can spell hard words using the sounds I hear.

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