Navajo ADD Region

BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend Reading—Literature Instructional Targets/Learning Expectations: Quarter 1 Quarter 2 Quarter 3 Quarter 4 1.RL1 Cite textual evidence to support  Identify meanings and details within a text I R R S analysis of what the text says explicitly  Ask questions about meanings and details I R R S as well as inferences drawn from the within a text text.  Answer questions about meanings and I R R S details in a text 1.RL2 Retell stories, including key  Identify meanings and details within a story I R R S details, and demonstrate  Identify central message/lesson of the story I R R S understanding of their central  Retell story, including key plot points, details, I R R S message or lesson. and ideas  Apply understanding of a central message, I R R S meaning, or lesson  Orally demonstrate understanding of a I R R S central message, meaning or lesson 1RL.3. Describe characters, settings,  Define character I R S E and major events in a story, using key  Define setting I R S E details.  Define major events I R S E  Define key details I R R S  Identify characters using key details I R R S  Identify setting using key details I R S  Identify major events using key details I R S  Describe characters using key details, I R S discern which details are important  Describe setting using key details, discern I R S which details are important  Describe major events using key details, I R S discern which details are important  Orally demonstrate understanding of a I R S central message, meaning or lesson 1RL.4 Identify words and phrases in  Identify words in stories or poems I R R S stories or poems that suggest feelings  Identify phrases in stories or poems I R R S

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend or appeal to the senses  Identify the various senses I R R S  Identify feelings I R R S  Recognize words and phrases that suggest I R S feelings  Recognize words and phrases that appeal to I R S the senses  Identify words and phrases in stories that I R S suggest feeling  Identify words and phrases in poems that I R S suggest feelings  Identify words and phrases in stories that I R S appeal to the senses  Identify words and phrases in poems that I R S appeal to the senses 1RL.5 Explain major differences  Define fiction I R R S between books that tell stories and  Define non-fiction I R R S books that give information, drawing  Recognize characteristics of fiction I R S on a wide reading of a range of text  Recognize characteristics of nonfiction I R S types.  Recognize fiction in different forms and I R S presentations  Recognize nonfiction in different forms and I R S presentations  Explain how a text for a story is different from I R S a text written for information 1RL.6. Identify who is telling the story  Recognize when the narrator is telling the I R R S at various points in a text story  Identify the characters in a story I R R S  Identify who is telling the story at various I R R S points  Identify points of view of narrator and I R R S different characters in a story

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend 1RL.7 Use illustrations and details in a  Recognize story characters I R S E story to describe its characters,  Recognize story setting I R S E setting, or events.  Recognize story events I R S E  Use story illustrations and details to identify I R S E characters  Use story illustrations and details to identify I R S E setting  Use story illustrations and details to identify I R S E events  Use story illustrations and details to describe I R S E characters  Use story illustrations and details to describe I R S E setting  Use story illustrations and details to describe I R S E events 1RL.8 DOES NOT APPLY TO LITERATURE 1RL.9 Compare and contrast the  Identify characters in a story I R S E adventures and experiences of  Identify similarities and differences of I R S characters in stories. adventures and experiences of characters  Compare/contrast details from stories about I R S the experiences of characters 1RL.10 With prompting and support,  Identify/understand key ideas and details with I R S read prose and poetry of appropriate prompting and support complexity for grade 1.  Identify/understand craft and structure with I R S prompting and support  Comprehend key ideas and details with I R S prompting and support  Comprehend craft and structure with I R S prompting and support Reading – Informational Text Instructional Target/Learning Expectations: Quarter 1 Quarter 2 Quarter 3 Quarter 4 1RI.1 Ask and answer questions about  Identify key details in an informational text I R R S

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend key details in a text.  Ask questions about the key details in an I R R S information text  Answer questions about the key details in an I R R S informational text  Comprehend key ideas and details with I R S prompting and support  Comprehend craft and structure with I R S prompting and support 1RI.2 Identify the main topic and retell  Identify the main topic of a text I R R S key details of a text.  Retell key details of a text I R R S  Identify the key details of a text I R R S 1RI.3 Describe the connection  Identify key details in an informational text I R R S between two individuals, events,  Associate details with an individual, event or I R S ideas, or pieces of information in a idea text.  Describe the connection /relationship I R S between the details within an informational text  Describe the connection between 2 pieces of I R S information 1RI.4. Ask and answer questions to  Identify unknown words or words needing I R S help determine or clarify the meaning clarification of words and phrases in a text.  Ask questions to determine. meaning of I R S words and phrases  Describe the meaning of words and phrases I R S 1RI.5 Know and use various text  Determine how to use different text features I R R S features (e.g., headings, tables of  Identify key facts or information in a text I R R S contents, glossaries, electronic menus,  Use various text features to locate key facts I R S icons) to locate key facts or or information in a text information in a text. 1RI.6 Distinguish between information  Identify pictures, illustrations, and words I R R S

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend provided by pictures or other  Identify information from pictures, I R R S illustrations and information provided illustrations, and words by the words in a text.  Identify whether information is provided in I R S pictures/illustrations and by the words  Identify similarities and differences between I R S information provided by pictures, illustrations, or words 1RI.7 Use the illustrations and details  Identify details and illustrations in a text I R S E in a text to describe its key ideas.  Identify key ideas in a text I R S

 Know how to describe ideas I R S

 Discern key ideas in a text I R S  Describe key ideas in a text, using reference I R S to illustrations and details 1RI.8 Identify the reasons an author  Identify the reasons an author gives to I R R S gives to support points in a text. support arguments or facts  Discern details which support (serve as I R R S evidence) as compared to details and which do not 1RI.9 Identify basic similarities in and  Identify comparable points between two texts I R S differences between two texts on the on the same topic same topic (e.g., in illustrations,  Identify basic similarities between two texts I R S descriptions, or procedures). on the same topic  Identify differences between two texts on the I R S same topic 1RI.10 With prompting and support,  Identify key ideas and details. I R S read informational texts appropriately  Identify craft and structure I R S complex for grade 1.  Comprehend key ideas, themes, and details I R S independently  Comprehend craft and structure I R S

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend independently

 Demonstrate comprehension I R S Reading – Foundational Skills Learning Expectations/Instructional Targets: Quarter 1 Quarter 2 Quarter 3 Quarter 4 1.RF.1 Demonstrate understanding of  Identify features of a sentence I R S E the organization and basic features of  Use the distinguishing features of a sentence I R S E print. 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.2a Distinguish long and short  Recognize long vowel sounds. Recognize I R R S vowels in spoken single syllable words short vowel sounds  Distinguish between long and short vowels in I R R S single-syllable words 1.RF.2b Orally produce single-syllable  Recognize single-syllable words phonemes. I R R S words by blending sounds  Recognize consonant blends I R R S (phonemes), including consonant  Produce single-syllable words by blending I R R S blends. sounds (phonemes)  Produce single-syllable words by consonant I R R S blends 1.RF.2c Isolate and pronounce initial,  Isolate initial, medial, and final sounds in I R R S medial vowel, and final sounds single-syllable words (phonemes) in spoken single-syllable  Pronounce initial sounds in single- syllable I R R S words. words  Pronounce medial sounds in single-syllable I R R S words  Pronounce final sounds in single- syllable I R R S words 1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. 1.RF.3a Know the spelling-sound  Recognize common consonant diagraphs. I R R S correspondences for common  Know the sound produced by that consonant I R R S consonant digraphs. diagraph 1.RF.3b Decode regularly spelled one-  Decode regularly spelled one- syllable words I R S E

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend syllable words. 1.RF.3c Know final -e and common  Know the rules for final –e and vowel teams I R R S vowel team conventions for that form long vowel sounds representing long vowel sounds. 1.RF.3d Use knowledge that every  Know that words have syllables I R S syllable must have a vowel sound to  Identify that each syllable contains a vowel I R S determine the number of syllables in a printed word.  Identify the number of syllables in printed I R S words 1.RF.3e Use knowledge that every  Determine the syllable parts of a two-syllable I R S syllable must have a vowel sound to word determine the number of syllables in a  Know basic patterns to break words into I R S printed word. syllables  Read two-syllable words by using decoding I R S and/or syllabication skills 1.RL.3f Read words with inflectional  Recognize words with inflectional endings I R R S endings  Distinguish between inflectional endings and I R R S words that may contain those same letters as common inflectional endings  Read words with inflectional endings I R R S 1.RF.3g Recognize and read grade-  Recognize grade-appropriate irregularly I R R S appropriate irregularly spelled words. spelled words  Distinguish between words with spelling I R R S patterns and irregularly spelled words  Read irregularly spelled sight words I R R S appropriate to grade level 1.RF.4 Read with sufficient accuracy  Identify and understand foundational reading I R R S and fluency to support comprehension. skills  Identify textual purpose with understanding I R R S  Apply foundational reading skills I R R S  Determine the purpose for reading on-level I R R S text

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend  Identify oral reading with accuracy, I R R S  Appropriate rate, and expression on I R R S successive readings  Apply reading strategies for accuracy, rate I R R S and expression  Read on-level text fluently and accurately I R R S  Read at the appropriate rate I R R S  Read with expression I R R S 1.RF.4a Read on-level text with  Identify and understand foundational reading I R R S purpose and understanding. skills  Identify textual purpose with understanding I R R S  Apply foundational reading skills I R R S  Determine the purpose for reading on-level I R R S text 1.RF.4b Read on-level text orally with  Identify oral reading with accuracy, I R R S accuracy, appropriate rate, and appropriate rate, and expression on expression on successive readings. successive readings  Apply reading strategies for accuracy, rate, I R R S and expression  Read on-level text fluently and accurately I R R S  Read at the appropriate rate. I R R S  Read with expression. i R R S 1.RF.4c Use context to confirm or self-  Identify rereading as a strategy when I R R S correct word recognition and confirming or self-correcting words understanding, rereading as  Understand how context can help to confirm I R R S necessary. or self-correct word recognition  Confirm or self-correct word recognition I R R S  Confirm or self-correct word understanding I R R S Writing Learning Expectations/Instructional Targets: Quarter 1 Quarter 2 Quarter 3 Quarter 4 1.W.1. Write opinion pieces in which  Identify a topic or the name of a book about I R S

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend they introduce the topic or name the which to write book they are writing about, state an opinion, supply a reason for the  Recognize and define opinion I R S opinion, and provide some sense of closure.  Recognize and define closure I R S  Formulate an opinion of a book or topic and I R S provide a reason for that opinion  Provide a sense of closure for an opinion I R S piece  Write an opinion piece that introduces the I R S topic or book  Write an opinion piece, stating an opinion I R S  Write an opinion piece, supplying a reason I R S for the opinion  Write an opinion piece, proving a sense of I R S closure 1.W.2. Write informative/explanatory  Identify an informative/explanatory text. I R R S texts in which they name a topic,  Select a topic for an informative/ explanatory I R R S supply some facts about the topic, and writing provide some sense of closure.  Determine supporting facts about a topic I R S  Determine an appropriate closure I R S  Write an informative/explanatory text, naming I R S a topic  Write an informative/explanatory text, I R S supplying facts  Write an informative/explanatory text, I R S providing a sense of closure 1.W.3. Write narratives in which they  Choose an experience in which to write I R R S recount two or more appropriately  Identify two or more events of the experience I R R S sequenced events, include some and sequence appropriately details regarding what happened, use  Identify transitional words I R R S

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend temporal words to signal event order,  Identify details, transitions, closure, final I R R S and provide some sense of closure. thoughts  Choose relevant details that correspond to a I R R S chosen event  Reflect on identified event I R R S  Apply appropriate transitional words in order I R R S to signal change of events in narrative  Create relevant and elaborate details to I R R S support events of narrative writing  Write a narrative, recounting two or more I R R S events and including supporting details  Write a narrative, recounting two or more I R R S events and including transitional words  Write a narrative, recounting two or more I R R S events and including a closure 1.W.4. (Begins in grade 3.) 1.W..5. With guidance and support  Recognize how to focus on a topic I R R S from adults, focus on a topic, respond  Recognize how to respond to questions and I R R S to questions and suggestions from suggestions from peers peers, and add details to strengthen  Recognize how to add details to strengthen I R R S writing as needed. writing  Develop writing by focusing on a topic I R R S  Develop writing by responding to questions I R R S and suggestions from peers.  Develop writing by adding details to I R R S strengthen writing 1.W.6. With guidance and support  Use basic digital tool skills I R R S from adults, use a variety of digital  Select the appropriate digital tools for I R R S tools to produce and publish writing, in producing and publishing writing collaboration with peers.  Use technology to produce and publish I R R S writing individually and with peers

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend

1.W.7. Participate in shared research  Conduct shared research using various I R S and writing projects (e.g., explore a sources and tools number of “how-to” books on a given  Explore the format of a variety of texts. I R S topic and use them to write a  Determine appropriate sources and tools to I R S sequence of instructions). conduct shared research  Distinguish the format of a variety of texts. I R S  Participate in shared research and writing I R S projects.  Write a research or investigative piece I R S 1.W.8 With guidance and support from  Identify a personal experience. I R R S adults, recall information from  Identify a source of information I R R S experiences or gather information from  Gather information from more than one I R R S provided sources to answer a source to answer a question question.  Answer a question using information from I R S experience  Answer a question using information from I R S provided multiple sources  1.W.9. (Begins in grade 4.)  1.W.10. (Begins in grade 3.) Speaking and Listening Learning Expectations/Instructional Targets: Quarter 1 Quarter 2 Quarter 3 Quarter 4  1.SL.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 1.SL.1a Follow agreed-upon rules for  Identify agreed-upon rules for discussion I R S S discussions (e.g., listening to others  Recognize how others listen I R S S with care, speaking one at a time  Determine if agreed-upon discussion rules I R S S about the topics and texts under are being followed discussion).  Follow agreed-upon rules for discussion I R S S 1.SL.1b Build on others’ talk in  Recognize how others ask questions on topic I R S conversations by responding to the comments of others through multiple  Recognize how others move conversations I R S exchanges. along

 Determine comments and questions I R R S appropriate to the topic of discussion  Listen while others are speaking I R R S  Respond to comments to continue I R R S conversations with peers and adults. 1.SL.1c Ask questions to clear up any  Ask questions to better understand topic and I R R S confusion about the topics and texts texts under discussion. 1.SL.2 Ask and answer questions  Ask questions about key details from a text I R R S about key details in a text read aloud read aloud or information presented orally or  Ask questions about key details from I R R S through other media. information presented orally  Ask questions about key details through I R R S other media  Formulate a question based on key details I R R S  Answer questions about key details from a I R R S text read aloud  Answer questions about key details from I R R S information presented orally  Answer questions about key details through I R R S other media 1.S.L3 Ask and answer questions  Identify questions and answers I R R S about key details in a text read aloud  Recognize that asking and answering I R R S or information presented orally or questions is a strategy for getting more through other media information from a speaker  Recognize that asking and answering I R R S questions is a strategy for clarifying something that is not understood  Determine when additional I R R S information/clarification is needed  Formulate questions and answers to gather I R R S

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend additional information

 Formulate questions and answers to clarify I R R S what is not understood about what a speaker says  Ask and answer questions about what a I R R S speaker says in order to gather additional information.  Ask and answer questions about what a I R R S speaker says in orderto clarify something I R R S that is not understood 1.SL.4 Describe people, places,  Identify people, places, things, and events. I R R S things, and events with relevant  Identify ideas, details, and feelings I R S E details, expressing ideas and feelings  Determine relevant, details describing people, I R R S clearly. places, things and events  Orally perform a clear presentation that I R R S describes people, places, things and events with relevant details 1.SL.5. Add drawings or other visual  Know ideas, thoughts, and feelings I R R S displays to descriptions when appropriate to clarify ideas, thoughts,  Understand how to clarify I R R S and feelings.  Determine which ideas, thoughts, and I R R S feelings need clarification  Determine when to add drawings or displays I R R S to descriptions to clarify  Add drawings/visual displays to clarify ideas, I R R S thoughts, and feelings 1.SL.6. Produce complete sentences  Identify complete sentences in writing and I R R S when appropriate to task and situation. when spoken  Identify task and situation I R R S

 Differentiate when a situation calls for I R R S speaking in complete sentences  Speak in complete sentences when I R R S appropriate to task and situation Language Learning Expectations/Instructional Targets: Quarter 1 Quarter 2 Quarter 3 Quarter 4 1.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1.L.1a Use context to confirm or self-  Recognize all upper- and lowercase letters I R S E correct word recognition and  Print all upper- and lowercase letters I R S E understanding, rereading as necessary. 1.L.1b Use common, proper, and  Recognize common, proper and possessive I R R S possessive nouns. nouns in speaking  Use common, proper, and possessive nouns I R R S

1.L.1c Use singular and plural nouns  Recognize that nouns and verbs match in I R R S with matching verbs in basic sentences sentences (e.g., He hops; We hop).  Use singular and plural nouns with matching I R R S verbs in basic sentences 1.L.1d Use personal, possessive, and  Recognize personal, possessive, and I R R S indefinite pronouns (e.g., I, me, my; indefinite pronouns they, them, their, anyone, everything).  Use personal, possessive, and indefinite I R R S pronouns 1.L.1e Use verbs to convey a sense of  Recognize personal, possessive, and I R R S past, present, and future (e.g., indefinite pronouns Yesterday I walked home; Today I walk  Use personal, possessive, and indefinite I R R S home; Tomorrow I will walk home). pronouns 1.L.1f Use frequently occurring  Recognize frequently occurring adjectives. I R R S adjectives  Use frequently occurring adjectives I R R S 1.L.1g Use frequently occurring  Recognize conjunction I R R S conjunctions (e.g., and, but, or, so,  Use frequently occurring conjunctions I R R S because). 1.L.1h Use determiners (e.g., articles,  Recognize determiners I R R S demonstratives).  Use frequently occurring determiners I R R S

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend 1.L.1i Use frequently occurring  Know common prepositions I R R S prepositions (e.g., during, beyond,  Use frequently occurring adjectives, I R R S toward). conjunctions, determiners, and prepositions 1.L.1j Produce and expand complete  Recognize sentence types: complete simple, I R R S simple and compound declarative, compound, declarative, interrogative, interrogative, imperative, and imperative, and exclamatory exclamatory sentences in response to  Demonstrate command of the conventions I R R S prompts. of Standard English grammar and usage when writing to expand complete, simple compound, declarative, interrogative, imperative, and exclamatory sentences  Produce and expand complete, simple, I R R S compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts 1.L.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 1.L.2a Capitalize dates and names of  Distinguish between dates and other I R R S people. word/number combinations  Distinguish between names of people and I R R S other words  Capitalize dates and names of people I R S E 1.L.2b Use end punctuation for  Differentiate between the use of periods, I R R S sentences. exclamation marks, and question marks  Use end punctuation for sentences I R R S 1.L.2c Use commas in dates and to  Use commas in dates and to separate single I R R S separate single words in a series. words in a series 1.L.2d Use conventional spelling for  Know conventional spelling of common I R R S words with common spelling patterns spelling patterns and for frequently occurring irregular  Use conventional spelling when writing I R R S words. words with common spelling patterns and frequently occurring irregularly spelled words

1.L.2e Spell untaught words  Use phonemic awareness and spelling I R R S phonetically, drawing on phonemic conventions, to spell untaught words awareness and spelling convention. phonetically 1.L.3. Begins in Grade 2. 1.L.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. 1.L4a Use sentence-level context as a  Understand that some words and phrases I R S E clue to the meaning of a word or have multiple meanings phrase.  Identify an array of strategies for determining I R R S meanings of unknown words and phrases  Apply sentence-level context clues to I R R S determine or clarify meaning of an unknown word or phrase  Choose and apply an array of strategies to I R R S determine the meaning or clarify unknown words 1.L.4b Use frequently occurring affixes  Identify meaning of common grade I R R S as a clue to the meaning of a word. appropriate affixes  Apply frequently occurring affixes as a clue I R R S to determine or clarify meaning of an unknown wordor phrase 1.L.4c Identify frequently occurring root  Identify common root words I R R S words (e.g., look) and their inflectional  Apply frequently occurringroot words (e.g., I R R S forms (e.g., looks, looked, looking). look) and their inflectional forms (e.g., looks, looked, looking) to determine or clarify meaning of an unknown word or phrase 1.L.5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. 1.L.5a Sort words into categories (e.g.,  Categorize pictures/words by multiple I R R S colors, clothing) to gain a sense of the attributes concepts the categories represent. 1.L.5b Define words by category and  Define pictures/words by multiple attributes I R R S by one or more key attributes (e.g., a

of 17 Revised June 29, 2015 BUREAU OF INDIAN EDUCATION NAVAJO REGION CURRICULUM FRAMEWORK GRADE 1 ENGLISH LANGUAGE ARTS I=Introduce R=Reinforce S=Secure E=Extend duck is a bird that swims; a tiger is a large cat with stripes). 1.L.5c Identify real-life connections  Identify real-life connections between words I R R S between words and their use (e.g., note and their uses places at home that are cozy). 1.L.5d Distinguish shades of meaning  Distinguish shades of meaning among I R R S among verbs differing in manner (e.g., similar verbs look, peek, glance, stare, glare, scowl)  Distinguish adjectives differing in intensity I R R S and adjectives differing in intensity by defining or choosing them (e.g., large, gigantic) by defining or  Act out the meanings of similar verbs I R R S choosing them or by acting out the meanings. 1.L.6. Use words and phrases acquired  Acquire words and phrases through I R R S through conversations, reading and conversations, reading, being read to, and being read to, and responding to texts, responding to texts including using frequently occurring  Identify and use frequently occurring I R R S conjunctions to signal simple conjunctions to signal simple relationships relationships (e.g., because).  Distinguish between wordsand phrases I R S acquired through conversations, reading, being read to, and responding to texts  Demonstrate the ability to frequently use I R S words and phrases, including conjunctions, acquired through conversations, reading, being read to, and responding to texts

of 17 Revised June 29, 2015