grade 1 spanish language arts common core standards: first grade
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GRADE 1 Spanish Language Arts Common Core Standards: First Grade
Common Core Standards (CCSS) New Generation Sunshine State Standards (NGSSS)
Example of CSSS Instructional Strategies & Tools
Reading Standards for Literature
Key Ideas and Details Fiction and Reading Comprehension
RL.1. 1 Ask and answer questions about key details in a text.
LA.1.2.1.5 LA.1.1.7.4
Respond to various literary selections (nursery rhymes, fairy tales, picture books), identifying the characters, setting, and sequence of events and connecting text to self (personal connection) and text to world (social connection), test to text. Identify supporting details. .
• Reciprocal Teaching • Question/Answer Relationships • Graphic Organizers (e.g. Story Map, Three Column Chart (Beginning, Middle, End – BME) • Sharing Hand (Who/What/Where/When/Why/ How) • SAT Task Cards
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson
LA.1.2.1.2 LA.1.1.7.3 LA.1.1.7.6
Retell the main events (beginning, middle, end) in a story. Retell the main idea or essential message. Arrange events in sequence
• Three Column Chart (Beg, Mid, End), • Story Map • Main Idea Table • Picture Notes • Timeline • Pattern Puzzle • Sharing Hand (Who/What/Where/When/ Why/How) • Somebody, Wanted, But, So
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RL.1.3 Describe characters, settings, and major events in a
story, using key details.
LA.1.2.1.5 Respond to various literary selections (nursery
• Narrative Story Arch • Story Boards • Story Map • Three Column Chart (beg, mid, end) • Sequencing Chart/Timeline • Pattern Puzzle • Sharing Hand (Who/What/Where/When/Why/How) • Reciprocal Teaching • Somebody, Wanted, But, So
Craft and Structure Development and Fiction
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
NEW NEW • Mood Chart / Word Wall • Sensory Detail Chart • Read Aloud • Reciprocal Teaching (Clarify), • Vocabulary Maps
RL.1.5 Explain major differences between books that tell
stories and books that give information, drawing on a wide reading of a range of text types.
LA.1.1.1.2 LA.1.1.1.1 LA.1.2.1.1 LA.1.6.2.4
Distinguish informational text from entertaining text Locate title, table of contents, names of author and illustrator, glossary, and index Identify various literary forms (stories, poems, fables, legends, picture books, etc) Identify authors, illustrators, or composers with their works
• Classroom Library • Book Sorts, Read Aloud, • Venn Diagram‐exploring the
differences between the structure of the two genres • Author Studies • Text Feature Chart
RL.1.6 Identify who is telling the story at various points in a
text.
NEW NEW • Read Aloud • Reader’s Theater • Teacher/Peer Modeling & Explanation
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• Recognize and Record Self as Author/Illustrator when Writing • Primary Author’s Purpose Chart
Integration of Knowledge and Ideas
RL.1.7 Use illustrations and details in a story to describe its
characters, setting, or events.
NEW
NEW Dictate Stories from Picture Books
to Write on Sentence Strips and use in a Pocket Chart • Read Aloud Covering Pictures & Draw New Illustrations to Match Text • Storyboards
RL.1.8 (Not applicable to literature)
N/A N/A N/A
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
NEW NEW Venn Diagrams • Content Frame (e.g. Who/What/Where/When/Why/ How) • Three Column Chart Foldable (Differences, Similarities, Differences)
Range of Reading and Level of Text Complexity
RL.1.10 With prompting and support, read prose and poetry
of appropriate complexity for grade 1.
LA.1.2.1.6 LA.1.2.1.4
Select age and ability appropriate fiction materials to read, based on interest and teacher recommendation, to begin building a core base of knowledge. Identify rhyme, rhythm, alliteration, and patterned structures in poems for children
Book Talks
• Making Connections (text‐to‐text, text‐to self, text‐to‐world) • Reader’s Theatre • Literature Circles
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Reading Standards for Informational Text K-5
Key Ideas and Details
RI.1.1 With prompting and support, ask and answer questions about key details in a text.
LA.1.1.7.4 Identify supporting details • Reciprocal Teaching Question/Answer Relationships, • Who/What/Where/When/Why/How Chart • KWL Chart • Learning Logs (Observation Explanation & process, Dialogue Journals) • Two Column Notes ( Cause/ Effect, Problem/Solution, Main Idea/Detail) • Leveled Vocabulary/ Science Readers • SAT Task Cards
RI.1.2 Identify the main topic and retell key details of a text.
LA.1.1.7.3 LA.1.1.7.4
Retell the main idea or essential message, Identify supporting details
Read and Say Something • Reciprocal Teaching • Sharing Hand(Who/What/Where/ When/Why/How) • Main Idea Table • KWL Chart • Learning Logs (Observation Explanation & process, Dialogue Journals) • Pattern Puzzles (for sequential processes) • Picture Notes • Leveled Vocabulary/ Science Readers
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
NEW NEW • Making Connections (text‐to‐text) • Venn Diagram, H Diagram • Triangular Comparison Diagram • Content Frame,
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• Compare/Contrast Summary Frame
RI.1.4 Ask and answer questions to help determine or clarify the meaning of unknown words in a text.
LA.1.1.6.2 Listen to, read, and discuss both familiar and conceptually challenging text
Reciprocal Teaching • Question/Answer Relationships • Context Clues Chart • Vocabulary Maps (Concept of definition, Frayer Model) • Vocabulary Flash Cards w/illustrations
RI.1.5 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.
LA.1.6.1.1 Locate specific information by using words in organizational features (e.g., table of contents, headings, captions, bold print, key words, indices) in informational text
• Primary Text Feature Chart • Read Alouds, • Shared Reading • Web pages
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
NEW NEW Primary Text Feature Chart • Read Alouds, • Shared Reading • Learning Logs • Match illustration/picture to text to form a caption • Description Summary Frame
Integration of Knowledge and Ideas Reading Comprehension
RI.1.7. Use the illustrations and details in a text to describe its key ideas.
NEW NEW • Primary Text Features Chart • Picture Notes
RI.1.8 Identify the reasons an author gives to support points in a text.
LA.1.1.7.4 LA.1.1.7.8
Identify supporting details. Identify the author’s purpose in text and ask clarifying questions (e.g. why, how) if meaning is unclear
• Two Column Chart or Foldable (Reasons/Support or Details/Conclusion) • Learning Logs • Argument/Support Summary Frame • Author’s Purpose Chart
Identify basic similarities in and differences NEW NEW • Making Connections (text‐to‐text)
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between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
• Venn Diagram, H Diagram • Triangular Comparison Diagram • Content Frame, • Compare/Contrast Summary Frame • Three Column Foldable (Differences, Similarities, Differences)
Range of Reading and Level of Text Complexity
NEW
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
LA.1.2.2.2 Select age and ability appropriate non‐fiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowledge
• Literature Circles • Buddy Reading • Making Connections (text‐to‐text,
text‐to-self, text‐to‐world) • Completing Graphic Organizers • Listening Center • Language Experience Chart Interactions • Classroom Library • Literature Responses • Retelling/Summarizing
Reading Standards: Foundational Skills (K-5)
Print Concepts
Concepts of Print
RF.1.1 Demonstrate understanding of the organization and basic features of print.
All NGSSS below comprise all skills necessary to demonstrate ‘Print
All NGSSS below comprise all skills necessary to demonstrate ‘Print
RF.1.1a Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).
LA.1.3.4.2 LA.1.3.4.6
Capital letters for the pronoun I, the beginning of a sentence, names, days of the week and months of the year End punctuation for sentences, including periods, question marks, and
• Teacher Modeling • Daily Message • Language experience • Journaling • Shared Writing
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exclamation points
Phonological Awareness (Includes Phonemic Awareness) Words, syllables, or phonemes written in/slashes/refer to their pronunciation or phonology. /CV/VC/CVC/in a word with two or three phonemes regardless of the number of letters in the spelling of the word.
Phonological Awareness & Phonemic Awareness
Phonological/Phonemic Awareness Continuum
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
All NGSSS below comprise all skills necessary to demonstrate ‘Phonological Awareness (RF.1.2a‐d) AND LA.1.1.3.4Manipulate individual phonemes to create new words through addition, deletion, and substitution
Utilize the Phonological/Phonemic Awareness Continuum with the strategies &
tools for RF.1.2a‐2d below including alliteration activities. Houghton Mifflin’s Daily Phonemic Awareness under ‘Opening Routines’ and as a opener for the Phonics Lesson.
RF.1.2a Identify open syllables blending studied phonemes (consonant sounds) + vowels.
LA.1.1.3.1
Identify individual phonemes (sounds) in words(e.g., CCVC, CVCC, CCCVC)
• Making Words • Word Sorting • Say It, Move It, Blend It with letter tiles • Ladders • Onset and Rimes • Various Kinesthetic Activities
RF.1.2b Orally produce single and multiple-syllable words by blending phonemes (sounds) + vowels.
LA.1.1.3.2 Blend three to five phonemes to form words
• Counting Chips • Elkonin Boxes • Say It, Move It, Blend It
RF.1.2c Isolate and pronounce final sounds (phonemes) in spoken words.
LA.1.1.3.3 Segment single syllable words into individual phonemes
• Counting Chips/Blocks • Elkonin Boxes • Say It/Move It/Blend It • Clap It • Hop It Out
RF.1.2d Segment spoken multi-syllable words into syllables. Manipulate individual phonemes to create new words
LA.1.1.3.3 segment single syllable words into individual
• Counting Chips/Blocks • Elkonin Boxes
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through addition,deletion and substitution (e.g.,substitution:mapa-tapa; addition: mo-amo, mi- mío; Deletion:mío- mi
phonemes • Say It/Move It/Blend It • Clap It • Hop It Out
Phonics and Word Recognition
Phonics and Word Study Phonics Continuum
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
All NGSSS below comprise all skills necessary to demonstrate ‘Phonics and Word Recognition’ (RF.1.3a‐3d) AND
LA.1.1.4.3 Decode words with r‐controlled letter‐sound associations LA.1.1.4.4 Decode words from common word families LA.1.1.5.1 Apply letter‐sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context.
• Phonics Continuum/ Phonics House • Making Words • Word Sorts • Word Walls • Print Rich Environment • Create Alphabet or Theme Little/Big Books • Words Their Way Materials • Fluency Phrases • Onset and Rimes • Dictation • Decodable Texts • Phonics Library
RF.1.3a Know the spelling-sound correspondences for common consonant digraphs. (e.g., ch, ll, qu +e, qu+i; gu+e,gu+i
LA.1.1.4.2 Identify the sounds of vowel and consonant digraphs in printed words
• Making Words • Word Sorts • Wedding Story (e.g., The Marriage of C and H) • Diagraph Roll‐a‐Word, Diagraph Bongo • Read & Write the Room • Word Wall/Word Jars
RF.1.3b Decode regularly spelled syllables build by diphthongs.(e.g.,huevo, hielo, cielo, miedo) and words that present hiatos(e.g., aéreo, correo, museo, tenía, mío)
LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g. consonant blends, long and short vowel patterns) and blends those sounds into words
• Making Words • Word Sorts • Dictation • Word Walls • Decodable Texts • Phonics Library
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RF.1.3c (Not applicable)
RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
NEW NEW • Clapping • Elkonin Boxes • Chips
RF.1.3e Decode two and more-syllable words following basic patterns by breaking the words into syllables.
NEW NEW • Clap It • Syllable Patterns • Spot & Dot
• Syllable Cut‐ups • Making Words using syllables
• Six‐Way Syllable Sort • Word Sorts
RF.1.3f Read words with inflectional endings.(e.g.,final s, l, r, d, z,n,x)
LA.1.1.4.7 Decode base words and inflectional endings
• Making Words • Word Sorts • Decodable Texts
RF.1.3g
Recognize and read grade-appropriate irregularly spelled simple, compound and high frequency words.
LA.1.1.4.6 LA.1.1.4.5
Identify common, irregular words, compound words, and contractions Recognize high frequency words
• Instructional Routine for Irregularly Spelled Words • High Frequency Word Bingo • Personal Dictionary • Decodable Text • Hop Scotch • Board Games • Making Words • Word Sorting
Fluency
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
All NGSSS below comprise all skills necessary to demonstrate ‘”Fluency” (RF.1.4a‐4c).
See strategies & tools for
RF.1.4a‐4c below.
RF.1.4a Read on-grade level text with purpose and understanding.
LA.1.1.5.3 Adjust reading rate based on purpose, text difficulty, form and style
• Radio Reading • Reader’s Theater • Classroom Library • Independent Reading • Accelerated Reader
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• Buddy Read • Choral Read • Fluency Phrases
RF.1.4b Read on-grade level text orally with accuracy, appropriate rate, and expression on successive readings.
New New • Echo Read • Radio Reading • Reader’s Theater • Shared Reading
RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
LA.1.1.5.2 LA.1.1.4.8 LA.1.1.7.9
Recognize high frequency and familiar words in isolation and in context
Use self‐correction when subsequent reading indicates and earlier misreading Self-monitor comprehension and reread when necessary
• Good Readers’ Strategies Chart • Primary Context Clues Chart
Speaking and Listening Standards Comprehension and collaboration 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. (SL.1.1a-1b)
SL.1.1a 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
LA.1.5.2.6 Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.
• Primary Context Clues Chart
• Think-Pair-Share • Sample Individual Response • Choral Responses • Body Language • “Does anyone have a question?” • The What and When
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SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
LA.1.5.2.6 Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.
• The How and Why • Vocabulary words throughout a class discussion • Vocabulary words throughout Socratic Seminar • Vocabulary words into daily conversations with students before, during and after class
SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion
LA.1.5.2.6
Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.
• The How and Why • Vocabulary words throughout a class discussion • Vocabulary words throughout Socratic Seminar • Vocabulary words into daily conversations with students before, during and after class
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
LA.1.5.2.3 listen attentively to fiction and non-fiction read-aloud and demonstrate understanding;
• Using minimal responses for beginners • Using language to talk about language Listening for specific details • Recognizing cognates • Recognizing word-order patterns
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.
LA.1.5.2.6
Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.
• Listening for the main idea • Predicting • Drawing inferences • Summarizing • Selecting strategies that are appropriate to the listening task and use them flexibly and interactively
SL.1.4 Describe familiar people, places, things, and events LA.1.5.2.2 Retell specific details of • Recognizing scripts for greetings
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with relevant details, expressing ideas and feelings clearly.
LA.1.5.2.5 information heard. Communicate effectively when relating experiences and retelling stories read and heard.
apologies, compliments, invitations, and other. • Jigsaw Activities • Role plays • Discussions • Role cards • Brainstorm
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings. (New)
LA.1.6.3.1 LA.1.6.3.2
Recognize that non print media affect thoughts and feelings (e.g., graphics, music, digital video). Identify types of mass communication (e.g., film, newspapers, radio, digital technology).
• Activate background knowledge
SL.1.6 Produce complete sentence when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations)
LA.1.5.2.1 LA.1.5.2.3 LA.1.5.2.4 LA.1.5.2.5
Identify types of mass communication (e.g., film, newspapers, radio, digital technology).
• Check comprehension while listening and when the listening task is over. • Helps students detect inconsistencies and comprehension failures, directing them to use alternate strategies.