Language Arts

Trimester 2 Standards

Reading Literature and Informational Text

CCSD 21 offers programs that provide instruction in English, Spanish & Russian.  These standards apply to all languages of instruction.

PowerStandards

Recount/retell text to express an understanding of the author’s main purpose supported by evidence from information presented visually and in words. (RL & RI 1.2, 1.5, 1.6, SL 1.4 & SL 1.5)

Compare and contrast the most important information presented by two texts on the same topic in order to describe connections between two individuals, events, and ideas. (RL & RI 1.3, 1.7 & 1.9)

Ask and answer questions about key details and illustrations in order to demonstrate understanding of the text. (RI 1.1 & 1.7 & SL 1.2 & 1.3)

Year Long Standards

• Ask questions and answer questions about what was read.
• Ask and answer literal questions.
• Clarify the meaning of words or phrases not understood in a text, by asking and answering questions.
• Ask and answer open ended/higher level questions.
• Explain which parts of a text one understands and which parts one does not understand.
• Learn new words and use words that have to do with a topic one is learning about.
• Ask questions to clear up any confusion about topics and texts.
• Retell the setting, characters, and events (problem/solution)  in a story.

Tri 2 Standards

• Identify, understand, and retell the main topic of what one reads.
• Study the pictures in a text to learn more about a topic and explain how pictures are helpful in learning about a topic.
• Retell key details of a text using five “wh” word questions.
• Identify text features in informational books.
• Find information using text features (captions, bold print, subheadings, glossaries, indexes, menus, and graphics).
• Identify the author’s key points and reasons an author gives to support points in a text.
• Read two resources by the same author and share one’s opinion.
• Compare similarities and differences in two texts on the same topic.
• Answer questions using information recalled or gathered.

Speaking and Listening

CCSD 21 offers programs that provide instruction in English, Spanish & Russian.  These standards apply to all languages of instruction.

PowerStandards

Build on others’ talk in academic conversations by linking comments and questions to the key points and evidence provided by others. (SL.1.1b & RI 1.8)

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

Year Long Standards

• Participate in conversations with many different people, including adults.
• Follow agreed-upon rules for discussions (listening to others with care, speaking one at a time about the topic, speaking at an appropriate time).
• Build on others’ talk in conversations by responding to the comment of others through multiple exchanges.
• Ask and answer questions about a presentation to clear up confusion and to get more information.
• Speak in complete sentences.
• Create audio recordings and use visuals such as drawings to draw attention to details.
• Tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice.

Tri 2 Standards

• Tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice.
• Identify and describe key ideas and details presented visually or orally.
• Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
• Answer questions using information recalled or gathered.
• Ask questions to get more information about a topic..

Writing

CCSD 21 offers programs that provide instruction in English, Spanish & Russian.  These standards apply to all languages of instruction.

PowerStandards

Write explanatory texts about authentic topics, including a clear topic statement, some factual descriptions, and providing a sense of closure. (W 1.2 & L 1.1, 1.2, 1.4 & 1.5)

Year Long Standards

• Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audience.
• With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers
• Print all upper- and lowercase letters.
• Explain the extent and reasons for revisions, based on self-assessment and reflection, in conference with a teacher.
• With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
• With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
• Write and publish using digital tools (media compositions or productions) independently and with others, which conveys meaning visually for a variety of purposes.
• Recall information from experiences or gather information from provided sources to answer questions.
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (See each trimester for specific critical content).

Tri 2 Standards

• 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).
• Write a topic sentence to introduce the main idea of one’s information text.
• Give facts about a topic in an order that makes sense.
• Write a concluding sentence that provides closure.
• Answer questions, add details, and explain one’s writing to others.
• Learn new words and use words that have to do with a topic you are learning about.
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (See each trimester for specific critical content).
• Use frequently occurring adjectives
• Use frequently occurring prepositions

English Reading Foundations

PowerStandards

Demonstrate an understanding of the distinguishing features of a sentence, phonological awareness, word analysis, and decoding skills in order to read with sufficient accuracy and fluency to support comprehension. (RF 1.1, 1.2, 1.3, & 1.4)

Year Long Standards

• Read orally with accuracy, fluency, and with expression.
• Self-correct to understand what one is reading.
• Recognize and read High-frequency words.
• Read grade-level text with purpose and understanding.
• Explain major differences between books that tell stories and books that give information, drawing on a wide range of text.
• Ask for help to understand texts that are difficult.

Tri 2 Standards

• Identify letters, words, and sentences.
• Hear and say the beginning, middle, and ending sound segments of words.
• Break words into beginning, middle, and ending sound segments.
• Decode one and two-syllable words by sounding out each letter.
• Chop up a word and put it back together.
• Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
• Recognize that words are combined to make a sentence
• Recognize that words are separated by spaces before and after them.
• Recognize that the first word in a sentence is capitalized.
• Recognize that a sentence ends with a punctuation mark.
• Identify the silent -e at the end of a word.
• Read and distinguish long and short vowel words.
• Know common vowel team conventions for representing long vowel sounds
• Blend and distinguish sounds to make words including consonant blends..

Spanish Reading Foundations

PowerStandards

Demonstrate an understanding of the distinguishing features of a sentence, phonological awareness, word analysis and decoding skills in order to read with sufficient accuracy and fluency to support comprehension. (RF 1.1, 1.2, 1.3, & 1.4)

Year Long Standards

• RF 1.1 Demuestran comprensión de la organización y características básicas de los materiales impresos.
• RF 1.2 Demuestran comprensión de las palabras pronunciadas oralmente, las sílabas y los sonidos (fonemas).
• RF 1.4. Leen con suficiente precisión y fluidez para apoyar la comprensión.

Tri 2 Standards

RF 1.1 Demuestran comprensión de la organización y características básicas de los materiales impresos.

•  Reconocen que el acento escrito indica a veces un significado distinto en palabras que se escriben con las mismas letras (si, sí; te, té; tu, tú); en ese caso se llama acento diacrítico.

RF 1.2 Demuestran comprensión de las palabras pronunciadas oralmente, las sílabas y los sonidos (fonemas).

• Reconocen que una sílaba puede consistir de una sola vocal (a-mo; mí-o; dí-a; vi-ví-a; a-brí-a; o-jo; u-ña; e-so).

RF 1.3 Conocen y aplican la fonética y las destrezas de análisis de palabras al nivel de grado, en la decodificación de palabras. 

• Conocen la correlación grafo-fónica para los tres dígrafos consonánticos: ch, ll, rr (chile, lluvia, perro). 
•  Decodifican palabras de dos y tres sílabas siguiendo patrones básicos al dividir las palabras en sílabas. 
• .Reconocen y leen a nivel de grado, palabras de ortografía complejas (b-v; c-s-z-x; c-k-qu; g-j; y-ll; r-rr; m-n).
•  Distinguen entre las vocales y las consonantes y reconocen que sólo las vocales llevan acento escrito.
• Reconocen que el acento escrito (acento ortográfico) es una marca colocada sobre una vocal que indica cuál es la sílaba de mayor énfasis de la palabra y que sigue las reglas ortográficas.

RF 1.4. Leen con suficiente precisión y fluidez para apoyar la comprensión.

•  Leen textos a nivel de grado, con propósito y comprensión. b. Leen oralmente textos a nivel de grado con precisión, ritmo adecuado y expresión en lecturas sucesivas.
• Usan el contexto para confirmar o autocorregir el reconocimiento de las palabras y la comprensión, releyendo cuando sea necesario.

Russian Reading Foundations

PowerStandards

Demonstrate an understanding of the distinguishing features of a sentence, phonological awareness, word analysis and decoding skills in order to read with sufficient accuracy and fluency to support comprehension. (RF 1.1, 1.2, 1.3, & 1.4) 

Year Long Standards

• Read orally with accuracy, fluency, and with expression.
• Self-correct to understand what one is reading.
• Recognize and read High-frequency words.
• Read grade level text with purpose and understanding.
• Explain major differences between books that tell stories and books that give information, drawing on a wide range of text.
• Ask for help to understand texts that are difficult.

Tri 2 Standards

• Identify the sounds each letter makes
• Say letter sounds
• Identify letters
• Identify words
• Identify sentences
• Recognize that words are combined to make a sentence
• Recognize that words are separated by spaces before and after them
• Recognize that the first word in a sentence is capitalized
• Recognize that a sentence ends with a punctuation mark
• Explain major differences between books that tell stories and books that give information, drawing on a wide range of text.
• Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
• With prompting and support, read prose and poetry of appropriate complexity for grade 1
• Read and distinguish “yotovyye” vowels that make two sounds ( я, ё, ю, е)
• Identify the number of syllables in a printed word
• Explain major differences between books that tell stories and books that give information, drawing on a wide range of text
• Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.