EDUCATOR’S GUIDE

1st Grade

Table of Contents

Letter to Educators, Parents, and Caregivers i

ArtsPower’s Musical, Chicken Dance 1 Watch the Show! - Discussion Questions and Answers 3 Chicken Dance Book 6 Writing Responses 8 Vocabulary Words 10 Learn to Sing and Dance “The Chicken Dance” 13 Art Activities 15 Common Core Standards 16

EDUCATOR’S GUIDE

1st Grade

Fall 2020 Dear Educators, Parents, and Caregivers, Welcome to ArtsPower Theatre On Demand’s Study Buddy, a learning and activity guide for ArtsPower’s musical, Chicken Dance. This guide has been carefully crafted to provide meaningful information and enjoyable activities designed to pique your student’s interest in learning about the musical and the book upon which it is based. We also invite them to participate in singing and dancing workshops and art activities. For your convince student printable activity pages can be found in two locations: on the corresponding artspowerondemand.teachable.com page and in the Student Studdy Buddy Packet. We have created this Study Buddy to meet Core Curriculum Standards, which appear at the end of each lesson. You can find more information about these Standards online at http://www.corestandards.org. Please note that the activities in this Study Buddy are simply suggestions. You may alter or expand upon them to suit your own needs and expectations. We hope you will encourage your students to submit their work to us, only with your written approval to ondemand@artspower.org, so that we may post it on the artspowerondemand.teachable.com website. It is our hope that students from around the country will be able to see what their peers are thinking and experiencing. Please feel free to share your comments and suggestions with us at ondemand@artspower.org. Thank you for using this Study Buddy! We are grateful for your continued commitment to sharing your skills and guidance with young people! Yours for the Arts, Mark A. Blackman Isabel Blatt Founding Co-Director Curriculum Coordinator

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ArtsPower’s Musical, Chicken Dance Lesson Plan Objective: To introduce students to ArtsPower’s musical, Chicken Dance. Educator Instructions: You can read the summary below to your students and show them the playbill which will introduce them to the cast. If you’re having you students watch the show as one 55-minute video, proceed to “Watch the Full Show! – Single Video.” We recommend the show be watched in parts with discussion questions. Musical Summary for Educators ArtsPower National Touring Theatre’s Chicken Dance musical, based on the book by Tammi Sauer with illustrations by the 2015 Caldecott Award winning artist Dan Santat, portrays the story of Marge and Lola, two friendly and determined chickens who set out to win the Barnyard Talent Show and its first prize: two tickets to see the famous rooster Elvis Poultry in concert. There is only one problem: Marge and Lola are unable to figure out their act for the talent show. Marge and Lola are not the only act vying for the first prize. Mac the Duck, the barnyard bully, is entered in the show and continually reminds his chicken friends that they have no chance of winning the contest.

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Elsie, the barnyard’s sweetest cow, decides that she, too, will compete in the talent show, even though she is painfully shy and struggles to summon the courage to compete in the contest. Entertaining scenes of Marge, Lola, their fellow talent show competitors, and the amazing Elvis Poultry, all in eye-catching costumes and singing a rich musical score, are played out in front of a colorful barnyard set. Chicken Dance celebrates the power of perseverance to overcome insurmountable odds – and the local bully – in Marge and Lola’s long-shot attempt to win the talent show. Musical Summary to Read to Students We will be watching a performance, also known as a musical because it has songs and singing in it, based on the book “Chicken Dance.” This musical was recorded on video by ArtsPower National Touring Theatre, a theatre company that creates and tours shows that are usually performed on stages for children around the country. Because ArtsPower cannot travel with their shows because of the pandemic, they created a video of their musical, called Chicken Dance, for us to watch online. The main characters in the show are Marge and Lola, two friendly chickens who enter the Barnyard Talent Show with the hope of winning the first prize: two tickets to see the famous rooster Elvis Poultry in concert. There is only one problem: Marge and Lola just cannot figure out what their talent is. Marge and Lola are not the only ones trying to win the first prize. Mac the Duck, the barnyard bully, is also entered in the talent show. He likes to remind his chicken friends that they have no chance of winning the contest. Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.1.2; CCSS.ELA-LITERACY.SL.1.3

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Watch the Show with Discussion Questions

Lesson Plan Objective: To have students watch Chicken Dance and answer questions about what they just learned after each part. Educator Instructions: The show has been broken into four parts, each between 11 and 16 minutes in length. After students watch each of the four parts, pose the questions to them that pertain to the part of the show they just watched. Have your students practice good discussion etiquette and help them think critically about the performance they have seen. Watch Chicken Dance Part 1 (12:52 minutes) Discussion Questions

1. Who are the characters you met in Chicken Dance? 2. Where does the show take place? 3. What are the prizes for winning the Barnyard Talent Show? 4. What were the chickens wearing that made them look like chickens? 5. Can chickens really fly?

Answer Key

1. Ms. Farmer (the Narrator), Marge (a chicken), Lola (a chicken), and Wilbur (a farmhand).

2. A barnyard. 3. A blue ribbon and two tickets to the Elvis Poultry concert. 4. Yellow costumes with white sleeves, red collars that represent the chicken’s

wattle, and a yellow feathered hat topped with red fabric that represents the chicken’s comb.

5. In Chicken Dance, Marge and Lola try flying as one of the talents they attempt while practicing for the talent show. They cannot fly in our production. However, chickens can fly short distances, sometimes traveling about 10 feet in height and 40-50 feet in distance.

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Watch Chicken Dance Part 2 (13:08 minutes) Discussion Questions

1. What talents do Marge and Lola try as they search for their talent? 2. What kind of animal is Elsie? 3. Does Elsie want to compete in the talent show? 4. How does Mac the Duck treat Marge and Lola when he sees them working on

their talents? 5. What talent does Elsie decide to try? 6. How do Marge and Lola react when they hear that Elsie wants to enter the

contest? 7. Have Marge and Lola figured out their talent yet?

Answer Key

1. Marge and Lola try flying, juggling, balancing, and performing magic tricks. They are unsuccessful in these attempts to find an act they can perform at the talent show.

2. Elsie is a cow. 3. No, Elsie does not want to compete in the talent show. 4. Mac is dismissive of Marge and Lola and continues to harass and bully them. 5. Elsie decides that her talent will be jumping over the moon. 6. Since they had been encouraging Elsie to enter the talent show, Marge and

Lola are thrilled when Elsie announces she will compete. 7. They still do not know what they are going to do for the talent show.

Watch Chicken Dance Part 3 (10:41 minutes) Discussion Questions

1. Who are the animals that compete in the talent show? 2. Who do you think will win the talent show? 3. Did you enjoy Mac the Duck’s singing and dancing in “Surf Duckie?” Why or

why not? 4. When Elsie does not show up for the talent show, where do you think she

might be? Answer Key

1. The animals that compete in the talent show are the chickens, ducks, pigs, goats, and cow.

2. [Student’s opinion.] 3. [Student’s opinion.]

4. [Student’s educated guess.]

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Watch Chicken Dance Part 4 (15:36 minutes) Discussion Questions

1. What caused Lola to start singing and dancing? 2. Were you surprised when Marge, Lola, and Mac saw Elsie in the sky? 3. Who wins the talent show? 4. How does Mac behave when he realizes he has not won? 5. Do you agree with the judges when they give Elsie the highest score of 10? 6. What would you have said to Mac if he was being a bully to you? 7. What did you learn about dealing with a bully? 8. How would you persuade Mac the Duck to be kinder to the other animals? 9. What was your favorite part of Chicken Dance? Your least favorite part?

Answer Key

1. Lola was so angry at Mac the Duck’s continued bullying as she and Marge were introduced at the talent show that she started dancing and singing. She turned her anger into a song and dance.

2. [Student’s opinion with reason why.] 3. Elsie wins the talent contest. 4. Mac the Duck continues to bully Marge and Lola. When he realizes he has not

won the talent show, he says, “I should be the winner! I should get the first prize! I always win the first prize! Not that cow! Ducks rule! I should be the winner! No fair!”

5. [Student’s opinion.] 6. [Student’s opinion.] 7. [Student’s opinion.] 8. [Student’s opinion.]

Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.1.1a-1c; CCSS.ELA-LITERACY.SL.1.2; CCSS.ELA-LITERACY.SL.1.3; CCSS.ELA-LITERACY.SL.1.4; CCSS.ELA-LITERACY.SL.1.5; CCSS.ELA-LITERACY.SL.1.6; Language - CCSS.ELA-LITERACY.L.1.1a-1j; CCSS.ELA-LITERACY.L.1.2a-2e; CCSS.ELA-LITERACY.L.1.4a-c; CCSS.ELA-LITERACY.L.1.5a-5d; CCSS.ELA-LITERACY.L.1.6

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Chicken Dance Book Lesson Plan Objective: To provide an animated read along of the Chicken Dance book and an interview with the author. Educator Instructions: Have students watch “Animated Read-Along Video” and “Meet Tammi Sauer, Author of Chicken Dance.” If you would like them to practice their reading skills, you can also play the “Animated Read-Along Video” with no sound and have them read the book aloud. After watching the two videos, have your students complete “Based on the Book” below. They can print the individual page from the corresponding artspowerondemand.teachable.com page, or it can be found in their Student Study Buddy Packet. Watch Animated Read Along Video (4:49 minutes) Watch “Meet Tammi Sauer, Author of Chicken Dance” (10:42 minutes)

Based on the Book Worksheet Questions

1. Who is the author of the “Chicken Dance” book? 2. Who is the illustrator of the “Chicken Dance” book? 3. Below is a poster about the talent show that appears at the beginning of the

book. Based on the poster: a. When is the Talent Show? b. What is the grand prize awarded to the winner?

4. On page 15, Marge tells Lola, “We’ll have to wing it” before they perform at the talent show. What do you think she means?

5. At the end of the book, there’s a new poster. What is the poster for? 6. Three things I noticed that were the same in both the book and the play are:

Answers

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1. Tammi Sauer 2. Dan Santat 3. Tonight. Tickets to Elvis Poultry in Concert. 4. [Student’s opinion.] Correct answer is that they are going to have to come up

with their talent on the spot. 5. Elvis Poultry’s next tour starring Marge and Lola, the dancing chickens. 6. [Anything that was included in both the book and the play.]

Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.1.1a-1c; CCSS.ELA-LITERACY.SL.1.2; CCSS.ELA-LITERACY.SL.1.3; CCSS.ELA-LITERACY.SL.1.4; CCSS.ELA-LITERACY.SL.1.5; CCSS.ELA-LITERACY.SL.1.6. Writing - CCSS.ELA-LITERACY.W.1.2. Reading: Foundational Skills - CCSS.ELA-LITERACY.RF.1.1a; CCSS.ELA-LITERACY.RF.1.3a-3g. CCSS.ELA-LITERACY.RF.1.4a-4c. Reading: Literature - CCSS.ELA-LITERACY.RL.1.1; CCSS.ELA-LITERACY.RL.1.2; CCSS.ELA-LITERACY.RL.1.3; CCSS.ELA-LITERACY.RL.1.7. Language - CCSS.ELA-LITERACY.L.1.1a-1j; CCSS.ELA-LITERACY.L.1.2a-2e; CCSS.ELA-LITERACY.L.1.4a-c; CCSS.ELA-LITERACY.L.1.5a-5d; CCSS.ELA-LITERACY.L.1.6

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Writing Response Lesson Plan Objective: To practice writing responses to questions asked about the show. Educator Instructions: Have your students fill out the “Writing Response” page in their Student Study Buddy Packet. Questions

1. There are many animals that perform at the talent show. Can you remember the talent each animal performed at the show?

a. The cow b. The ducks c. The goat d. The pigs e. The chickens

2. Marge and Lola are big fans of Elvis Poultry. Use three words to describe Elvis Poultry.

3. Why does Marge call Mac the Duck “a big bully?” Answers

1. The cow jumped over the moon. The ducks performed their own song and dance called “Surf Duckie.” The goats’ talent was eating, and we see a goat with a big wooden spoon. The pigs did an acrobatic show that is mentioned but not seen. The chickens performed their own version of “The Chicken Dance.”

2. [This can be based on descriptions of what Elvis Poultry looks like or what he does in the show.]

3. Mac is always making fun of Marge and Lola.

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Common Core Standards Met

Speaking and Listening - CCSS.ELA-LITERACY.SL.1.1a-1c; CCSS.ELA-LITERACY.SL.1.2; CCSS.ELA-LITERACY.SL.1.3; CCSS.ELA-LITERACY.SL.1.4; CCSS.ELA-LITERACY.SL.1.5; CCSS.ELA-LITERACY.SL.1.6. Writing - CCSS.ELA-LITERACY.W.1.2. Reading: Foundational Skills - CCSS.ELA-LITERACY.RF.1.1a; CCSS.ELA-LITERACY.RF.1.3a-3g. CCSS.ELA-LITERACY.RF.1.4a-4c. Language - CCSS.ELA-LITERACY.L.1.1a-1j; CCSS.ELA-LITERACY.L.1.2a-2e; CCSS.ELA-LITERACY.L.1.4a-c; CCSS.ELA-LITERACY.L.1.5a-5d; CCSS.ELA-LITERACY.L.1.6

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Vocabulary Words Lesson Plan Objective: To expand students’ vocabulary by learning words used in the show. Educator Instructions: Read your students the list of vocabulary words, providing the definitions and using each word in a sentence. Once they have learned the words, have them practice by completing the “Fill in the Sentence,” “Vocabulary Matching,” and “Word Search” activities found in their packets.

Vocabulary Words

• Blue Ribbon: a badge made of blue-colored ribbon and given as first prize to the winner of a competition or contest • Rooster: a male chicken • Bawk: the noise produced by a chicken • Wing Girls: girls who provide help to each other • Bully: a person who wants to harm someone with their words or behavior • Judge: a person who makes decisions

Fill in the Sentence Questions

1. At the start of the show, Marge and Lola do not speak English. Instead, they .

2. Mac the Duck is unkind to the chickens. He is the barnyard ____ . 3. Elvis Poultry is a famous singer who also happens to be a ____ . 4. The winner of the talent show will receive a . 5. Marge sings to Lola that she will always be her . 6. The ‘s decision is final and so, the chickens get 8 in

the talent show!

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Answers 1. Bawk 2. Bully 3. Rooster 4. Blue Ribbon 5. Wing Girl 6. Judges

Vocabulary Matching

Draw a line to connect the word to its matching picture.

Blue Ribbon

Rooster

Bawk

Wing Girls

Bully

Judge

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Word Search

Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.1.1a-1c; CCSS.ELA-LITERACY.SL.1.2; CCSS.ELA-LITERACY.SL.1.3; CCSS.ELA-LITERACY.SL.1.4; CCSS.ELA-LITERACY.SL.1.5; CCSS.ELA-LITERACY.SL.1.6. Writing - CCSS.ELA-LITERACY.W.1.2. Reading: Foundational Skills - CCSS.ELA-LITERACY.RF.1.1a; CCSS.ELA-LITERACY.RF.1.3a-3g. CCSS.ELA-LITERACY.RF.1.4a-4c. Language - CCSS.ELA-LITERACY.L.1.1a-1j; CCSS.ELA-LITERACY.L.1.2a-2e; CCSS.ELA-LITERACY.L.1.4a-c; CCSS.ELA-LITERACY.L.1.5a-5d; CCSS.ELA-LITERACY.L.1.6

Word Bank

BAWK BLUE RIBBON BULLY JUDGE ROOSTER WING GIRLS

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Learn to Sing and Dance “The Chicken Dance”

Lesson Plan Objective: To learn how to sing and dance a song from the show. Educator Instructions: Have your students watch the show’s director, Amanda, teach them how to sing “The Chicken Dance.” Then have your students watch Sarah, the show’s choreographer, teach them how to dance “The Chicken Dance.” Lyric sheets are also available to be downloaded. Lean to Sing “The Chicken Dance”

Watch “Learn to Sing Part 1” (6:31 minutes) Watch “Learn to Sing Part 2” (6:45 minutes) Watch “Learn to Sing Part 3” (17: 50 minutes) Watch “Learn to Sing Part 4” (2:00 minutes)

Learn to Dance “The Chicken Dance”

Watch “Learn to Dance Warm-Up” (2:14 minutes) Watch “Learn to Dance Part 1” (7:42 minutes) Watch “Learn to Dance Part 2” (6:37 minutes) Watch “Learn to Dance Part 3” (1:56 minutes) Watch “Learn to Dance Part 4” (1:57 minutes)

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Create a Music Video Lesson Plan Objective: To create a music video for the song “The Chicken Dance.” Educator Instructions: Now that your students know how to sing and dance “The Chicken Dance,” create a video of your students singing and dancing to the song! You can use the audio files provided, either with or without lyrics, to make your music video. If you would like to submit your students’ video to ArtsPower Theatre On Demand, we will exhibit it in the Student Gallery page of this website. You may email it to ondemand@artspower.org. By emailing your video, you have approved its appearance in the Student Gallery page of this website and on our social media pages. If you would like your students’ names, grade, classroom, and school to appear with the video, please provide them in your email. If you would not like your students’ work to be featured on our social media pages or in our promotional materials, please note that in your email. Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.1.2; CCSS.ELA-LITERACY.SL.1.3. Language - CCSS.ELA-LITERACY.L.1.1a-1j; CCSS.ELA-LITERACY.L.1.2a-2e; CCSS.ELA-LITERACY.L.1.4a-c; CCSS.ELA-LITERACY.L.1.5a-5d; CCSS.ELA-LITERACY.L.1.6

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Art Activities Lesson Plan Objective: To watch the set designer’s drawing process and create posters based on the show. Educator Instructions: Have your students watch “Set Designer Dan Helzer Draws” and complete the two drawing activities. Drawings can be done in crayon or marker using the worksheets provided on the corresponding artspowerondemand.teachable.com pages, and in the Student Study Buddy Packet.

Talent Show Poster

Read the following prompt to your students: “There’s a talent show at the barnyard and the animals are getting ready to perform their special acts. You just found out that the pig had to cancel at the last minute and Ms. Farmer wants YOU to take the pig’s spot! What talent would you choose to perform at the show? Draw a picture below of you performing your special act at the barnyard talent show. You may also use the following page to draw your poster.”

Marge, Lola, and Elvis Poultry Poster

Read the following prompt to your students: “Marge and Lola want you to create a poster for their new act with Elvis Poultry. Draw a poster showing the chickens, Marge and Lola, dancing with Elvis Poultry. You may follow the tips below on how to draw a chicken, or you can create your own Marge, Lola, and Elvis Poultry.” Common Core Standards Met Speaking and Listening - CCSS.ELA-LITERACY.SL.1.2; CCSS.ELA-LITERACY.SL.1.3; CCSS.ELA-LITERACY.SL.1.5

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Common Core State Standards List First Grade Standards An annotated list of the Common Core State Standards (CCSS) for first grade that are met throughout this Study Buddy, and that appear at the end of each lesson, are listed below. For more information about the Common Core State Standards, visit www.corestandards.org.

Speaking and Listening CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.1.1.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).

CCSS.ELA-LITERACY.SL.1.1.B Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

CCSS.ELA-LITERACY.SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion.

CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

CCSS.ELA-LITERACY.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

CCSS.ELA-LITERACY.SL.1.6 Produce complete sentences when appropriate to task and situation.

Writing

CCSS.ELA-LITERACY.W.1.1 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.

CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

CCSS.ELA-LITERACY.W.1.3 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.

Reading: Foundational Skills

CCSS.ELA-LITERACY.RF.1.1 Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-LITERACY.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.1.3.A Know the spelling-sound correspondences for common consonant digraphs.

CCSS.ELA-LITERACY.RF.1.3.B Decode regularly spelled one-syllable words.

CCSS.ELA-LITERACY.RF.1.3.C Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS.ELA-LITERACY.RF.1.3.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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CCSS.ELA-LITERACY.RF.1.3.E Decode two-syllable words following basic patterns by breaking the words into syllables.

CCSS.ELA-LITERACY.RF.1.3.F Read words with inflectional endings.

CCSS.ELA-LITERACY.RF.1.3.G Recognize and read grade-appropriate irregularly spelled words.

CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.1.4.A Read grade-level text with purpose and understanding.

CCSS.ELA-LITERACY.RF.1.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

CCSS.ELA-LITERACY.RF.1.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading: Literature

CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.

CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Language

CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.1.1.A Print all upper- and lowercase letters.

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CCSS.ELA-LITERACY.L.1.1.B Use common, proper, and possessive nouns.

CCSS.ELA-LITERACY.L.1.1.C Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

CCSS.ELA-LITERACY.L.1.1.D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

CCSS.ELA-LITERACY.L.1.1.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).

CCSS.ELA-LITERACY.L.1.1.F Use frequently occurring adjectives.

CCSS.ELA-LITERACY.L.1.1.G Use frequently occurring conjunctions (e.g., and, but, or, so, because).

CCSS.ELA-LITERACY.L.1.1.H Use determiners (e.g., articles, demonstratives).

CCSS.ELA-LITERACY.L.1.1.I Use frequently occurring prepositions (e.g., during, beyond, toward).

CCSS.ELA-LITERACY.L.1.1.J Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

CCSS.ELA-LITERACY.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.1.2.A Capitalize dates and names of people.

CCSS.ELA-LITERACY.L.1.2.B Use end punctuation for sentences.

CCSS.ELA-LITERACY.L.1.2.C Use commas in dates and to separate single words in a series.

CCSS.ELA-LITERACY.L.1.2.D Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

CCSS.ELA-LITERACY.L.1.2.E Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

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CCSS.ELA-LITERACY.L.1.4 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.

CCSS.ELA-LITERACY.L.1.4.A Use sentence-level context as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.1.4.B Use frequently occurring affixes as a clue to the meaning of a word.

CCSS.ELA-LITERACY.L.1.4.C Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

CCSS.ELA-LITERACY.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

CCSS.ELA-LITERACY.L.1.5.A Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

CCSS.ELA-LITERACY.L.1.5.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).

CCSS.ELA-LITERACY.L.1.5.C Identify real-life connections between words and their use (e.g., note places at home that are cozy).

CCSS.ELA-LITERACY.L.1.5.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.

CCSS.ELA-LITERACY.L.1.6 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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