English Language Arts 1st Grade

Curriculum Map

Purpose of the Curriculum Map

The English Language Arts Curriculum Map is a tool for organizing what students should know and be able to do in literacy each year. Each document lists the main concepts and skills for each grade level of the Common Core State Standards for English Language Arts. As you can imagine, a two- dimensional map cannot capture the rich, multi-dimensional curriculum we teach. In fact, the ELA Common Core State Standards themselves define what is most essential, they do not describe all that can or should be taught. Nonetheless, the documents serve as a tool that can guide teachers to plan and pace instructional experiences in order to ensure a guaranteed and viable curriculum for all students.

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

The K-12 grade-specific standards define end-of-year expectations

and a cumulative progression designed to enable students to meet

college and career readiness expectations no later than the end of

high school. Students advancing through the grades are expected to

meet each year’s grade –specific standards, retain or further develop

skills and understanding mastered in preceding grades.

Common Core State Standards for English Language Arts & Literacy

in History/Social Studies, Science, Technical Subjects

Organization and Use of the Curriculum Map

The ELA Curriculum Map is organized into 4 sections: Systematic &

Explicit Literacy Instruction, Writing and Language Development,

Content Literacy & Inquiry, and Research Projects. The standards are

organized within the sections in order to serve as a guide for

teaching, planning, and pacing focused on the selected standards in

each quarter of instruction. Each section includes a focus on the

strands of the ELA CCSS. The organization of the ELA CCSS Strands

within the SLPS Curriculum Map is illustrated below:

Systematic & Explicit Literacy

Instruction

Writing and Language

Development

Content Literacy & Inquiry

Research Projects

*Reading Literature *Reading Informational Text *Reading Foundational Skills *Speaking and Listening

* Writing *Language

*Reading Informational Text *Language *Speaking and Listening *NGSSS (Science/Social Studies)

*Writing *Speaking and Listening

While the Standards and the Curriculum Map are divided into these

sections for conceptual clarity, the processes are closely connected.

The Standards delineate specific expectations within these strands;

each need not be a separate focus for instruction and assessment.

Often several standards can be addressed by a single rich task.

Florida Coding Schema

Scales & Checklists

Scales are utilized as instructional resources in order to monitor and

track student progress and mastery of the ELA Common Core State

Standards. Scales are matched to the instructional target identified by

the teacher that is most closely aligned to the content of the text.

Scales may be posted/provided for a unit, week, or daily instruction

depending on data and learning target.

Grade 1 Scales

Checklists are utilized as instructional resources in order to monitor

and track student progress and mastery of the ELA Common Core

State Standards. Checklists are located in the instructional resources

sections of Foundational Skills, Language, and Speaking & Listening.

Grade 1 Checklists

Grade 1 English Language Arts Curriculum Map

The Common Core State Standards call for students in grade 1 to read grade-appropriate complex literature and informational text, with prompting and support, such that they can ask and answer questions about key details in a text. Students retell stories that include key details, in order to demonstrate understanding of their central message or lesson. They can compare and contrast the adventures of characters in stories and identify basic similarities and differences between two informational texts on the same topic. Additional Standards for Reading Literature (RL.2-9) and Standards for Reading Informational Text (RI.2-9) offer detailed expectations for student academic performance in preparation for college and careers. Helping students understand what they read is a crucial element of grade 1. Students in grade 1 use these developing skills to enhance understanding of spelling-sound correspondences and one and two syllable words. Fluency, focused on accuracy, rate, and expression is a focus in grade 1 in order for students to read with purpose and understanding when reading new and unfamiliar material. Students emerge from grade 1 with an expanded academic vocabulary that they use in their writing and speaking.

In support of the reading standards, students are taught to ask questions of a speaker or classmate to deepen understanding of the material covered.

Students develop and organize writing in a manner appropriate to the task and purpose and to write routinely for a range of timeframes and contexts. Writing narratives teaches students to describe what happened and helps them recognize and select relevant information when reading. Students’ readings of history and science texts provide models of using facts and details when writing to inform/explain or to express an opinion.

The Grade 1 Quarterly Content Framework outlines the guiding principles/practices of integrated literacy.

Systematic & Explicit Literacy

Instruction

Reading Complex Text

Cite Evidence

RI.1 & RL.1

Analyze Content

RL.2-9 & RI.2.9

Study & Apply Vocabulary

L.4-6

Conduct Discussions

SL.1-3

Reading Foundational

Skills

Writing & Language

Development

Writing to Texts

W.1-6 & W.9-10

Routine Writing

Develop & Convey

Understanding

2 Analyses Focus on

Opinions & Informing/ Explaning

1-2 Narratives Convey

Experiences, Events, and/or

Procedures

Study and Apply

Grammar

Content Literacy &

Inquiry

Reading Complex Text Focused on

NGSSS for Science & Social

Studies

Cite Evidence RI.1

Analyze Content

RI.2-9

Study & Apply Domain-Specific

Vocabulary

Content Discussions

SL.1-3

Inquiry & Class Activities to

Support Understanding

of the Topic

Research Projects

Integrate Knowledge

from Sources when

Composing

Reporting Findings

SL.4-6

Grade 1 Content Framework

Explicit Literacy Instruction Utilizing Grade Level Complex Text

Systematic & Explicit LIteracy Instruction

Read Complex Text

Cite Evidence

Analyze Content

Conduct Discussions

Study and Apply

Vocabulary

Reading Foundational

Skills

When designing

learning

experiences for

students, grade-

level complex text

should be utilized

where students are

to cite evidence

when analyzing

content and

participating in

discussions about

text. Vocabulary is chosen in

order to develop

students’ use and

understanding of grade

appropriate terms.

Instruction of

foundational skills is

focused on spelling

sound

correspondences of

one and two syllable

words

Cite Evidence:

The goal of close, analytical reading is to be able to discern and cite evidence from the text to support assertions. In grade 1, students should ask and answer questions about key details in a text. The ability to ask and answer questions about the text should be incorporated into all lessons, units, and learning

experiences.

LACC.1.RL.1.1 Ask and answer questions about key details in a text. LACC.1.RI.1.1 Ask and answer questions about key details in a text.

Systematic & Explicit Literacy Instruction Reading Complex Texts:

Exposing students to grade-level texts of appropriate complexity lies at the heart of the Common Core State Standards. The module reflects the balance of 50 percent informational text and 50 percent literature that students are expected to read, including reading in ELA, science, social studies, and the arts.

LACC.1.RL.4.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. LACC.1.RI.4.10 With prompting and support, read informational texts appropriately complex for grade 1.

Five to nine short texts from across the curriculum: Selections would include short texts from across the curriculum of sufficient complexity for close reading (with emphasis on myths/fables) that would allow students to draw evidence from the texts and present their analyses in writing as well as through speaking. Educators can create coherence within the curriculum as a whole by choosing short texts to complement the extended text described, by focusing instruction on similar standards and skills across multiple genres, and by choosing informational texts that build the background knowledge needed to read and comprehend other texts students will study. (Shorter texts can be chosen from Journeys, Science Fusion, DBQ, Appendix B, Etc.) *Each Unit of Journeys has a theme. Within the unit of Instruction there are 5 main selections and 5 paired selections to deepen students understanding of the theme. Leveled readers, Science Fusion Instructional Materials, DBQ, and Appendix B resources can provide additional text support for building knowledge and understanding of the Journeys theme.

One extended text:

This should be an extended, full-length work of literature (such as a novel or a

play) or longer informational text. Like the others, this text would be aligned

with the complexity and range specifications of the standards. As with shorter

texts, students would perform a close, analytic reading of the extended text;

compare and synthesize ideas across other related texts; conduct text-focused

discussions; and produce written work aligned with the standards.

Analyze Content:

The content of each text should determine which standards (RL/RI.2-9) to target, allowing teachers to focus instruction and ensure

that all the standards have been taught by the end of the year.

LACC.1.RL.1.2 Retell familiar stories, including key details, and demonstrate understanding of their central message or lesson. LACC.1.RL.1.3 Describe characters, settings, and major events in a story, using key details. LACC.1.RL.2.4 Identify words and phrases in stories in poems that suggest feelings or appeal to the senses. LACC.1.RL.2.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. LACC.1.RL.2.6 Identify who is telling the story at various points in a text. LACC.1.RL.3.7 Use illustrations and details in a story to describe its characters, setting, or events. LACC.1.RL.3.9 Compare and contrast the adventures and experiences of characters in stories.

LACC.1.RI.1.2 Identify the main topic and retell key details in a text. LACC.1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. LACC.1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. LACC.1.RI.2.5 Know and use various text features (e.g., heading, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. LACC.1.RI.2.6 Distinguish between information provided by pictures of other illustrations and information provided by the words in a text. LACC.1.RI.3.7 Use illustrations and details in a text to describe ins key ideas. LACC.1.RI.3.8 Identify the reasons and author gives to support points in a text. LACC.1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Study and Apply Vocabulary:

Focus vocabulary instruction on words that students would be encouraged to use in writing and speaking. Students should be given 5–10 Tier 2 academic words per week for each text. Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’

meaning(s) and use the words effectively when writing and speaking.

LACC.1.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a) Use sentence-level context as a clue to the meaning of a word or phrase. b) Use frequently occurring affixes as a clue to the meaning of a word. c) Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

LACC.1.L.3.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a.) Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the 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.

LACC.1.L.3.6 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).

Conduct Discussions:

Students should engage in a range of collaborative discussions (one-on-one, small group, teacher-led), enabling them to ask questions to check their understanding and stay on topic while explaining their own understanding in light of the discussion.

LACC.1.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. a.) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking on at a time about the topics and texts under discussion). b.) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c.) Ask questions to clear up any conclusion about the topics and texts under discussion.

LACC.1.SL.1.2 Ask and answer questions about key details in a text real aloud or information presented orally or through other media. LACC.1.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.

Foundational Skills:

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components

of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach

students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

LACC.1.RF.1.1 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).

LACC.1.RF.2.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a.) Distinguish long from short vowel sounds in spoken single-syllable words. b.) Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 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).

LACC.1.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a.) Know the spelling-sound correspondences for common consonant diagraphs. b.) Decode regularly spelled one-syllable words. c.) Know final –e and common vowel team conventions for representing long vowel sounds. d.) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

LACC.1.RF.4.4 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. c.) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing and Language Development

Writing to Texts

Routine Writing

1 Analysis

1-2 Narratives

Study and Apply Grammar

Writing and Language Development

Writing to Texts:

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying and conveying real or imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational

sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.

The balance of student writing should be 65 percent analytical (30 percent opinions and 35 percent to explain/inform) and 35 percent narrative with a mix of

on-demand and review-and-revision writing assignments. Building student competence and confidence with technology should be part of instruction.

Routine Writing:

Repeated opportunities to write responses, such as short constructed-responses to text-dependent questions, which build content knowledge and provide opportunities for reflection on a specific aspect of a text or texts; routine writing include quick writes, logs, journals, dialectical notebooks, and many other types

of low-stakes writing.

LACC.1.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. LACC.1.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. LACC.1.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.

Analytical Writing (1 per Quarter):

Writing that places a premium on using evidence while demonstrating logical integration and coherence in order to inform/explain, convey an opinion, advance

an argument, or simultaneously meet a combination of these purposes. Notably, narrative elements may also be included in analytic writing, but informative/explanatory or opinion/argumentative elements must be included for a piece to be considered analytic writing.

These responses can vary in length based on the questions asked and task performed, from answering brief questions to crafting longer responses, allowing

teachers to assess students’ ability to paraphrase, infer, and ultimately integrate the ideas they have gleaned from what they have read.

LACC.1.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. LACC.1.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. LACC.1.W.2.5 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. LACC.1.W.2.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Narratives (1-2 per Quarter):

From the importance of organization to the nuance of word choice, shaping narratives that reflect real or imagined experiences or events provide an additional opportunity for students to reflect on and to emulate what they have read. Narrative writing takes two distinct forms: narrative story and narrative description.

The narrative story about real or imagined situations and characters uses time as its deep structure. Such writing includes the subgenres of creative fiction, as

well as memoirs, anecdotes, biographies, and autobiographies.

The narrative description differs from the narrative story in that it is used to create for the reader a vivid impression of a person, phenomenon, event, or procedure under study.

Narrative writing offers students opportunities to express personal ideas and experiences; craft their own stories and descriptions; and deepen their

understandings of literary concepts, structures, and genres (e.g., short stories, anecdotes, poetry, drama) through purposeful imitation. It also provides an additional opportunity for students to reflect on what they read through imaginative writing and to practice sequencing events and ideas through narrative

descriptions.

LACC.1.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. LACC.1.W.2.5 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. LACC.1.W.2.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Study and Apply Grammar:

While grammar is meant to be a normal, everyday part of what students do, students should be taught explicit lessons in grammar as thy read, write, and speak.

LACC.1.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a) Print all upper-and lower case letters. b) Use common, proper, and possessive nouns. c) Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). 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). f) Use frequently occurring adjectives. g) Use frequently occurring conjunctions (e.g., and, but, or, so, because). h) Use determiners (e.g., articles, demonstratives). i) Use frequently occurring prepositions (e.g., during, beyond, toward). j) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

LACC.1.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a) Capitalize dates and names of people. b) Use end punctuation for sentences. c) Use commas in dates and to separate single words in a series d) Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Content Literacy Instruction & Inquiry

Reading Complex Text focused on NGSSS for

Science & Social Studies

Cite Evidence

Analyze Content

Content Discussion

Study and Apply Domain-Specific

Vocabulary

Inquiry & Class Activities to Support

Understanding of Topic When

designing

learning

experiences

for students,

grade-level

complex text

should be

utilized,

focused on

specific NGSSS

in Science and

Social Studies,

where

students are

to cite

evidence

when

analyzing

content and

participating

in discussions

about text.

Vocabulary is

chosen in order to

develop students’

use and

understanding of

grade appropriate

content.

Inquiry, labs, and

class activities are

developed in order

to deepen student

understanding of the

content read.

Content Literacy & Inquiry

Reading Complex Text Focused on NGSSS for Science:

Science text often presents students with particular roadblocks to learning because the vocabulary is technical, the text is filled with symbols and formulas and it is often written in an expository style.

Reading Complex Text Focused on NGSSS for Social Studies:

Students’ success with social studies text requires them to have not only basic level skills such as the ability to build contextual select main ideas and details, but also the ability to use higher order thinking skills to analyze text format and structure, evaluate perspective and sources, and synthesize across multiple texts.

LACC.1.RI.4.10 With prompting and support, read informational texts appropriately complex for grade 1.

Cite Evidence:

The goal of close, analytical reading is to be able to discern and cite evidence from the text to support assertions. In grade 1, students should refer explicitly to the text as the basis for answers. The ability to cite evidence and refer to the text as a basis for answers should be incorporated into all lessons, units, and learning experiences.

LACC.1.RI.1.1 Ask and answer questions about key details in a text.

Analyze Content: Explicit teaching and modeling of the NGSSS Science Standards coupled with the Informational Text Standards of the ELA CCSS (RI.2-9) should occur in order to gain knowledge from challenging texts that use diagrams and data to convey information and illustrate concepts.

Analyze Content: Explicit teaching and modeling of the NGSSS Social Studies Standards coupled with the Informational Text Standards of the ELA CCSS (RI.2-9) should occur in order to learn facts, understand context and relationships, and make connections from differing periods of history to current events.

Grade 1 Science Scope and Sequence The Practice of Science

Unit 1: Matter

Unit 2: Motion

Unit 3: Earth in Space and Time

Unit 4: Earth’s Structures

Unit 5: Living Things: Organization and Development

Unit 6: Heredity and Reproduction

Unit 7: Interdependence

Grade 1 Social Studies Scope and Sequence

Topic(s) of Study: Citizenship and My Community

Topic of Study: People and Events of Now and Long Ago

Topic(s) of Study: Maps and Globes

Topic of Study: Economics

Study & Apply Domain- Specific Vocabulary:

Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’ meaning(s) and use the words effectively when writing and speaking.

LACC.1.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

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

LACC.1.L.3.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

a.) Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the 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. LACC.1.L.3.6 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).

Content Discussion:

Students should engage in a range of collaborative discussions (one-on-one, small group, teacher-led), enabling them to ask questions to check their understanding and stay on topic while explaining their own understanding in light of the discussion.

LACC.1.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.

a.) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking on at a time about the topics and texts under discussion). b.) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c.) Ask questions to clear up any conclusion about the topics and texts under discussion.

LACC.1.SL.1.2 Ask and answer questions about key details in a text real aloud or information presented orally or through other media. LACC.1.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.

Inquiry & Class Activities to Support Understanding of the Topic:

Lab experiences provide students with an opportunity to learn and remember some of the abstract vocabulary found in science text. Lab experiences also provide an opportunity for students to make the reading/writing connection through the recording of observations, predictions, and developing hypotheses. Inquiry-based science encourages students to use higher order thinking skills and conduct investigations. Students need support with selecting tools, such as graphic organizers or learning logs, to collect information from text or experiments as they search for answers. Organizing their findings and thoughts through writing helps students summarize, synthesize, and reflect on what they have read or discovered during their investigative methods.

Inquiry & Class Activities to Support Understanding of the Topic:

Class activities should support the reading/writing connection and help students move from a basic understanding of historical concepts, bias, issues of equality, and differing points of view. Instruction should transition from a focus of the ELA CCSS for Informational Text to writing opinion and argumentative essays supported by students’ understanding of the topic. By writing about the information collected during reading of social studies texts, students have the opportunity to clearly define their thinking and understanding.

Grade 1 Science Scope and Sequence

Grade 1 Social Studies Scope and Sequence

Research Project: Students should participate in one extended project that uses research and writing to address a significant topic, problem or issue. This task should entail integrating knowledge about a topic drawn from one or more of the texts used during the Quarter, recalling information from experiences, and gathering information from provided sources in order to answer a question. Students can present their findings in a variety of modes in both informal and more formal contexts.

LACC.1.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. LACC.1.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. LACC.1.W.2.5 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. LACC.1.W.2.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. LACC.1.W.3.7 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). LACC.1.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. LACC.1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Research Projects

Integrate Knowledge from Sources

Reporting Findings

Student use

research and

one or more of

the texts used to

address a topic,

problem, or

issue.

Students

present

findings in a

variety of

formal and

informal

modes.

LACC.1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. LACC.1.SL.2.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.

SLPS K-5 Integrated Literacy Routine

SLPS K-5 Integrated Literacy Routine Support Manual