<p>Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary 1. [RL.1.1] Ask and Reading: Students use writing and/or  ask and answer Students know: Students are able Students answer questions Literature speaking to: questions to: understand that about key details in a Key Ideas and  how to listen to asking and text. Details (Standards answering  ask and answer  key details in a "inner-voice" while  ask and 1, 2, 3) questions helps a questions about text reading answer RL.1.1 reader a. Make predictions important details in a  a few common questions to from text clues. text comprehend comprehend a question stems Click below to (Alabama) text.  techniques to pick and monitor access all ALEX understanding out important resources details  identify key aligned to this  ways to ask details standard. meaningful  ask questions questions about key  ALEX details  how to refer to a Resources text to answer questions  use original language to -vocabulary: details answer questions about key details 2. [RL.1.2] Retell Reading: Students use writing and/or  stories Students know: Students are able Students stories, including key Literature speaking to retell stories  key details to: understand that details, and Key Ideas and including:  demonstrate  techniques for stories help us demonstrate Details (Standards understandi retelling a  retell stories better understand understanding of their 1, 2, 3) others by using  key details ng story  remember and central message or RL.1.2 key details to  techniques for talk about key lesson. develop a central Click below to identifying key details  understanding of  central message or lesson. access all ALEX central message or message or details of a resources lesson lesson text  understand aligned to this  stories have a central standard. central message or message or lesson  ALEX lesson Resources</p><p> vocabulary: retell, key details, message, lesson</p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary 3. [RL.1.3] Describe Reading: Students use writing and/or  characters Students know: Students are able Students characters, settings, Literature speaking to:  setting to use key details understand that and major events in a Key Ideas and  major  details reveal to: key details in a story, using key details. Details (Standards story describe  describe events information Click below to 1, 2, 3) characters, characters,  story about  describe access all ALEX RL.1.3 settings, and major settings, and characters, characters resources events to help the major events setting, or  describe aligned to this  key details reader better including key major events settings standard. details of a story understand other perspectives and  vocabulary:  identify major cultures.  ALEX character, events in the Resources setting, major story events, key details 4. [RL.1.4] Identify Reading: Students:  identify Students know: Students are able Students words and phrases in Literature words and to: understand that stories or poems that Craft and Structure  identify words and phrases  words an authors use words suggest feelings or (Standards 4, 5, 6) purposefully to add phrases that  stories or author may  identify appeal to the senses. RL.1.4 suggest feelings or poems use to evoke examples of emotion or sensory details. appeal to the  suggest feelings words that senses feelings  words an evoke feelings author may  identify Click below to  appeal to use to appeal examples of access all ALEX the senses to the senses sensory details resources  techniques for aligned to this noticing and  explain the standard. documenting impact of an emotions and author's use of  ALEX sensory details sensory details Resources during and after reading</p><p> vocabulary: phrases, stories, poems, feelings, senses 5. [RL.1.5] Explain Reading: Students:  explain Students know: Students are able Students Click below to major differences Literature  major to: understand that access all ALEX between books that tell Craft and Structure  explain differences differences  features of texts can be resources </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary stories and books that (Standards 4, 5, 6)  books that categorized based give information, RL.1.5 between books tell stories common types  explain the on predictable drawing on a wide that tell stories  books that of text difference features. reading of a range of and books that give  different types between text types. give information information of books have literature and different informational aligned to this standard.  wide purposes texts reading of a range of  vocabulary:  provide  ALEX text types stories, examples from Resources information a text that show why the text has a certain classification 6. [RL.1.6] Identify Reading: Students use writing and/or  identify Students know: Students are able Students who is telling the story Literature speaking to:  story to: understand that at various points in a Craft and Structure  various  a story may be authors include text. (Standards 4, 5, 6)  identify who is points in a told by more  identify who is clues in a story to Click below to RL.1.6 help the reader telling the story at text than one telling a story access all ALEX various points in a narrator at various understand who is resources telling the story. aligned to this text  text  signal words points in a for determining story standard. who is narrating a  ALEX story Resources</p><p> vocabulary: narrator, story 7. [RL.1.7] Use Reading: Students:  illustrations Students know: Students are able Students Click below to illustrations and details Literature  details to: understand that access all ALEX in a story to describe Integration of  talk and/or write  story  the role of words and resources its characters, setting, Knowledge and illustrations of a aligned to this about how  describe illustrations in  describe the or events. Ideas (Standards 7, story communicate standard. illustrations and a story portion of a 8, 9)  characters an author's details in a story  techniques for text depicted RL.1.7  setting intended message. depict characters, "reading" by an  ALEX setting, or events illustrations illustration Resources  events  techniques for  identify details identifying that describe details in a characters, </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary story setting, or events  vocabulary: illustrations,  support details, thinking with character, examples from setting, event the text 8. [RL.1.9] Compare Reading: Students use writing and/or  compare Students know: Students are able Students and contrast the Literature speaking to:  contrast to: understand that adventures and Integration of  adventures  techniques for adventures and experiences of Knowledge and experiences of  compare and and comparing and  identify characters in stories. Ideas (Standards 7, contrast the experiences contrasting characters in a characters can 8, 9) teach the reader adventures and of  the role of familiar story RL.1.9 about other experiences of characters characters in  explain Click below to perspectives and characters in familiar stories adventures access all ALEX cultures. resources familiar stories  stories  basic plot and elements in experiences of aligned to this familiar stories characters in standard. familiar stories  vocabulary:  ALEX adventure,  compare and Resources experiences, contrast character adventures and experiences of characters in familiar stories 9. [RL.1.10] With Reading: Students, with prompting  with prompting Students know: Students are able Students Click below to prompting and support, Literature and support: and support to: understand that a access all ALEX read prose and poetry Range of Reading  prose and poetry  techniques for reader's resources of appropriate and Level of Text understanding of aligned to this  read and actively responding to  respond to complexity for Grade 1. Complexity engage in prompting and prompting and and appreciation standard. (Standard 10)  appropriate for a text grows understanding support support RL.1.10 complexity for through deep appropriately complex  techniques for  make meaning  ALEX grade 1 thinking and active prose and poetry making meaning from Resources collaborating with from difficult texts appropriately others about texts.  techniques for complex texts engaging with and appreciating  engage with difficult texts and appreciate</p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary</p><p> techniques for appropriately selecting texts that complex texts are interesting, motiving, and appropriate for who they are as readers 10. [RI.1.1] Ask and Reading: Students use writing and/or  ask and answer Students know: Students are able Students answer questions Informational speaking to: questions to: understand that about key details in a Text  how to listen to asking and text. Key Ideas and answering  ask and answer  key details in a "inner-voice" while  ask and Details (Standards questions helps a questions about text reading answer 1, 2, 3) reader important details in a  a few common questions to RI.1.1 comprehend a text question stems comprehend text. Click below to  techniques to pick and monitor access all ALEX understanding out important resources details  identify key aligned to this  ways to ask details standard. meaningful  ask questions questions about key  ALEX details  how to refer to a Resources text to answer questions  use original language to  vocabulary: details answer questions about key details 11. [RI.1.2] Identify Reading: Students:  main topic Students know: Students are able Students Click below to the main topic and Informational  retell to: understand that access all ALEX retell key details of a Text  identify the main topic  key details  techniques for there is a resources text. Key Ideas and of a text identifying the main  identify the relationship aligned to this Details (Standards between key standard. idea of a text main topic 1, 2, 3)  text details and the  techniques for  retell key RI.1.2  retell key details of a main topic of a identifying key details  ALEX text text. details of a text Resources  apply these  vocabulary: main concepts to a topic, detail variety of informational </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary</p><p> texts 12. [RI.1.3] Describe Reading: Students use writing and/or  describe the Students know: Students are able Students the connection Informational speaking to: connection to: understand there between two Text  pieces of  techniques for are connections individuals, events, Key Ideas and  recall and explain how information identifying  explain between ideas, or pieces of Details (Standards individuals, events, individuals, events, individuals, events, individuals, information in a text 1, 2, 3) ideas, or information in ideas, or pieces of events, ideas, ideas, and pieces RI.1.3  text of information in a a text are connected information or pieces of text.  techniques for information identifying Click below to access all ALEX connections  describe resources between connections aligned to this individuals, events, between standard. ideas, or pieces of individuals, information events, ideas,  possible sentence or pieces of  ALEX starters for talking information Resources about development of ideas within a text</p><p> vocabulary: connection, event, idea, piece of information 13. [RI.1.4] Ask and Reading: Students ask and answer  ask and answer Students know: Students are able Students Click below to answer questions to Informational questions to: questions to: understand that access all ALEX help determine or Text  determine or  several question words and phrases resources clarify the meaning of Craft and Structure  determine the meaning clarify the stems related to  identify are interesting and aligned to this words and phrases in a (Standards 4, 5, 6) important. standard. of words and phrases meaning unknown words unknown text. RI.1.4 in a text  words and  techniques for words and phrases identifying phrases  ALEX unknown words  ask questions Resources  text  techniques for about clarifying unknown unknown words words and phrases answer  vocabulary: word,  questions phrase, meaning</p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary about unknown words and phrases</p><p> clarify meaning of words and phrases through questions 14. [RI.1.5] Know and Reading: Students locate key facts or  know and use Students know: Students are able Students use various text Informational information by using  various text to: understand that features (e.g., Text various text features features  location of text texts have headings, tables of Craft and Structure including: predictable  headings features  use various Click below to contents, glossaries, (Standards 4, 5, 6) features that help access all ALEX  table of contents  functions of text text features electronic menus, RI.1.5 readers locate resources  headings  glossary features to locate key icons) to locate key information. aligned to this  table of contents facts or facts or information in  electronic menu information in standard.  glossary  icon  vocabulary: a text. a text.  electronic menu  locate heading, table of  ALEX contents, glossary,  key facts or Resources  icon information electronic menu, icon, fact, information  text 15. [RI.1.6] Distinguish Reading: Students use writing and/or  distinguish Students know: Students are able Students between information Informational speaking to:  information to: understand that a provided by pictures or Text  pictures  pictures or text provides other illustrations and Craft and Structure information  distinguish between  other illustrations contain  gather Click below to information provided (Standards 4, 5, 6) through both information provided illustrations important information access all ALEX by the words in a text. RI.1.6 illustrations and by pictures or words in information from pictures resources  words words. a text  techniques for or illustrations aligned to this "reading" standard.  text illustrations or  gather pictures information  ALEX from words in Resources  vocabulary: a text information, illustration 16. [RI.1.7] Use the Reading: Students use writing and/or  illustrations Students know: Students are able Students Click below to </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary illustrations and details Informational speaking to:  details to: understand that in a text to describe its Text  text  the role of the words and key ideas. Integration of  describe how  describe illustrations in a  describe how illustrations of a Knowledge and text communicate illustrations and details text illustrations Ideas (Standards 7, an author's in a text describe its  techniques for depict key 8, 9)  key ideas intended message. key ideas "reading" ideas RI.1.7 access all ALEX illustrations  describe how resources  techniques for details depict aligned to this identifying details in key ideas standard. a story  the relationship  support  ALEX between thinking with Resources illustrations, details, examples from and key ideas the text</p><p> vocabulary: illustration, detail, key idea 17. [RI.1.8] Identify Reading: Students use writing and/or  identify Students know: Students are able Students the reasons an author Informational speaking to:  reasons an to: understand that an gives to support points Text author gives  an author's points author's arguments in a text. Integration of must be supported  identify reasons an  support points should be  identify an Knowledge and author gives to support supported by author's by reasons. Click below to Ideas (Standards 7, points in a text reasons point(s) access all ALEX 8, 9)  text  techniques for resources RI.1.8 aligned to this identifying an  identify the standard. author's point(s) reasons an  techniques for author gives identifying to support  ALEX supporting reasons point(s) Resources</p><p> vocabulary: reasons, author, points in a text 18. [RI.1.9] Identify Reading: Students use writing and/or  identify basic Students know: Students are able Students Click below to basic similarities in and Informational speaking to: similarities in to: understand that access all ALEX differences between Text and differences  techniques for thorough resources two texts on the same Integration of knowledge of a aligned to this  identify basic between identifying  identify the topic (e.g., in Knowledge and similarities in and  two texts on the similarities and topic of a text topic is developed standard. illustrations, Ideas (Standards 7, through reading </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary descriptions, or 8, 9) same topic  identify several texts about procedures). RI.1.9 differences between  illustrations differences similarities that topic. two texts on the same  descriptions between two texts on the topic  vocabulary: same topic  procedures illustrations,  identify descriptions, differences procedures, similar, between two similarities, texts on the differences  ALEX same topic Resources</p><p> refer to illustrations, descriptions, or procedures in their responses 19. [RI.1.10] With Reading: Students, with prompting  with prompting Students know: Students are able Students prompting and support, Informational and support: and support to: understand that a read informational Text  informational  techniques for reader's texts appropriately Range of Reading understanding of  read and actively texts responding to  respond to complex for Grade 1. and Level of Text engage in prompting and prompting and and appreciation Complexity for a text grows understanding support support (Standard 10)  appropriately through deep appropriately complex  techniques for  make meaning Click below to RI.1.10 complex thinking and active informational texts making meaning from access all ALEX collaborating with from difficult texts appropriately resources others about texts.  techniques for complex texts aligned to this engaging with and standard. appreciating  engage with difficult texts and appreciate  ALEX appropriately Resources  techniques for complex texts selecting texts that are interesting, motiving, and appropriate for who they are as readers 20. [RF.1.1] Reading: Students:  features of print Students know: Students are able Students Click below to Demonstrate Foundational to: understand that access all ALEX understanding of the Skills  identify first and last  distinguishing printed text resources </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary organization and basic Print Concepts provides features of print. RF.1.1 words in sentences features of  recognize the information and is sentences (first beginning and composed of sentences. a. Recognize the  point to capital letters word, capitalization, end of a distinguishing and punctuation) sentence and end punctuation in aligned to this features of a sentences  identify the standard. sentence (e.g.,  vocabulary: first word of a first word, sentence, sentence capitalization,  ALEX capitalization,  identify a Resources ending capitalize, capital capital letter punctuation). letter, punctuation, punctuate  identify end of sentence punctuation 21. [RF.1.2] Reading: Students:  phonemes Students know: Students are able Students Click below to Demonstrate Foundational to: understand that access all ALEX understanding of Skills  distinguish long- and  spoken words and hearing sounds resources spoken words, Phonological and syllables in aligned to this short-vowel sound in syllables are made  distinguish syllables, and sounds Awareness orally stated words up of sequences of long- and spoken words help standard. (phonemes). RF.1.2 them pronounce  blend vowel-consonant sounds short-vowel and understand sounds orally to make  vowels have long sounds in  ALEX unfamiliar words in a. Distinguish long words or syllables and short sounds spoken words Resources text. from short vowel  identify and say  sounds of letters  hear and say sounds in spoken beginning phonemes in syllables in a single-syllable word words (mat, mom,  vocabulary: words. mad)  blend b. Orally produce syllable, vowel,  identify and say ending phonemes single-syllable consonant, short phonemes in words (consonants words by blending vowel sound, long (let, sit, hat) and vowels) sounds vowel sound  identify and say medial together to (phonemes), make a word including vowel sound consonant blends. (phoneme) in words c. Isolate and (can, sat, dad)  hear and say pronounce initial, each sound in medial vowel, and  segment words into a word final sounds phonemes (h-u-t) (phonemes) in spoken single- syllable words.</p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 22. [RF.1.3] Know and Reading: Students:  grade-level Students know: Students are able Students Click below to apply grade-level Foundational phonics and to: understand that access all ALEX phonics and word Skills  recognize and make word analysis  letter chunks knowing patterns resources analysis skills in Phonics and Word the sounds of common skills (consonants and  decode in word aligned to this decoding words. Recognition construction helps standard. consonant digraphs  decoding words vowels) may have regularly RF.1.3 readers decode  read regularly spelled  spelling-sound one sound spelled one- words and there a. Know the spelling- one-syllable words correspondences  many one-syllable syllable words  ALEX are also words that sound  common words that end in  decode two- Resources  recognize and read don't follow correspondences consonant -e have a long syllable words words with long vowel patterns in printed for common sounds digraphs vowel sound by following consonant text.  determine the number  common vowel  long vowel sounds basic patterns digraphs (two of syllables in a printed team are the same as the and breaking letters that word conventions vowel name the words into represent one  inflectional  usually two vowels syllables sound).  read basic two-syllable endings together, make the  read words b. Decode regularly words by following patterns and breaking sound of the name with spelled one- inflectional the words into syllables  grade- of the first vowel syllable words. endings c. Know final -e and  read words with appropriate  words have one or common vowel inflectional endings irregularly more syllables team conventions spelled words  each syllable in a  read first for representing  read first grade- word has a vowel grade- sound long vowel sounds. appropriate irregularly appropriate d. Use knowledge spelled words irregularly that every syllable  vocabulary: spelled words must have a vowel consonant, vowel, sound to syllable determine the number of syllables in a printed word. e. Decode two- syllable words following basic </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade- appropriate irregularly spelled words. 23. [RF.1.4] Read with Reading: Students orally read first  fluency Students know: Students are able Students sufficient accuracy and Foundational grade-level texts:  grade-level text to: understand that fluency to support Skills  rereading is a fluent readers use comprehension. Fluency strategies to solve  with purpose and  appropriate rate strategy that aids in  read with RF.1.4 understanding word recognition purpose and words and focus on meaning. a. Read grade-level  orally with accuracy, and comprehension understanding text with purpose appropriate rate, and  using context is a  read orally and expression strategy that aids in with accuracy Click below to understanding. word recognition read orally at  access all ALEX b. Read grade-level and comprehension  using context to an appropriate resources text orally with rate accuracy, confirm or self-correct aligned to this  ready orally appropriate rate, word recognition,  vocabulary: reread standard. with and expression on rereading as necessary expression successive  ALEX readings. Resources  use context to c. Use context to aid in word confirm or self- recognition correct word recognition and understanding, rereading as necessary. 24. [W.1.1] Write Writing Students write short opinion  state an opinion Students know: Students are able Students Click below to opinion pieces in which Text Types and pieces that:  opinion piece to: understand that a access all ALEX they introduce the Purposes  some sense of  difference between well-developed resources topic or name the book W.1.1 opinion is aligned to this  introduce a topic or fact and opinion  identify </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary they are writing about, closure  opinions are supported by a state an opinion, book strengthened by qualities of reason. supply a reason for the  state an opinion  introduce topic reasons opinion pieces opinion, and provide  supply a reason for the  opinion pieces  select a topic some sense of closure. opinion follow a predictable for original structure (e.g. writing a. Write simple introduction with standard.  provide closure  state an poems addressing statement of topic, opinion about a topic. (Alabama) reasons to support, the topic  ALEX and closure)  supply a Resources reason for the  vocabulary word: opinion opinion  end with a sense of closure 25. [W.1.2] Write Writing Students write short pieces:  informative/expl Students know Students are able Students informative or Text Types and anatory informative/explanatory to: understand that explanatory texts in Purposes  informing or explaining  texts texts: informative / which they name a W.1.2 explanatory writing about a topic by  some facts  identify topic, supply some naming the topic  engage, entertain, qualities of conveys facts facts about the topic, about a selected  including facts about and inform readers informative / and provide some  some sense of topic. the topic about a topic explanatory sense of closure. closure  name the topic text Click below to  ending with a sense of  give some facts  select a topic access all ALEX closure about the topic for original  provide some writing resources closure  select aligned to this interesting standard. information  vocabulary: about the ALEX informative/explana  topic tory, facts Resources  write short informative/ex planatory pieces</p><p> provide a sense of closure</p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary 26. [W.1.3] Write Writing Students write narratives  narratives Students know Students are able Students narratives in which Text Types and using:  temporal words narratives have: to write a understand that an they recount two or Purposes narrative: author reflects on more appropriately W.1.3 his/her life by  two or more sequenced  sense of closure  events that occur in sequenced events, events sequence  using temporal writing a narrative include some details to convey an  temporal words, details  temporal words words regarding what experience or  telling two or happened, use  descriptive details event. more events in temporal words to  closure that provide order that Click below to signal event order, and interest  definitive endings they occur access all ALEX provide some sense of resources closure. that provide closure  including a satisfying aligned to this ending standard.  vocabulary word:  providing narrative descriptive  ALEX details that Resources make a story interesting</p><p> explaining one's thoughts and feelings about the events 27. [W.1.5] With Writing Students, with guidance  guidance and Students know: Students are able Students Click below to guidance and support Production and and support from adults, support from to: understand that access all ALEX from adults, focus on a Distribution of strengthen writing by: adults  when to use focusing on a topic resources topic, respond to Writing and adding details aligned to this  focus on a topic guidance and  use adult questions and W.1.5  focusing on a topic  respond to support from adults guidance and strengthen writing standard. suggestions from pieces.  responding to questions and  writing focuses on support to peers, and add details questions and suggestions a single topic strengthen  ALEX to strengthen writing suggestions from peers  add details writing Resources as needed.  techniques for responding to adult  produce  adding details  strengthen questions and writing that writing as suggestions focuses on a needed  details strengthen topic writing  respond appropriately to questions  vocabulary: topic, and details suggestions </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary from peers</p><p> add details to strengthen writing 28. [W.1.6] With Writing Students, with guidance  guidance and Students know: Students are able Students guidance and support Production and and support from adults: support from to: understand that from adults, use a Distribution of adults  when to use digital tools may variety of digital tools Writing be used to produce  use a variety of digital  use a variety of guidance and  use adult to produce and publish W.1.6 tools to work with digital tools support from adults guidance and and publish writing, including in writing, alone or Click below to peers to produce and  produce  techniques for support collaboration with with peers. access all ALEX publish writing  publish using digital tools  use a variety peers. resources to produce and of digital tools aligned to this  in collaboration publish writing to produce standard. with peers  techniques for and publish working with peers writing  ALEX to use digital tools Resources for writing  work with peers to use  vocabulary: digital digital tools to tools, publish produce and publish writing 29. [W.1.7] Participate Writing Students, working in a  shared research Students know: Students are able Students Click below to in shared research and Research to Build group with adult guidance, project to: understand that access all ALEX writing projects (e.g., and Present participate in shared  shared writing  techniques and research based on resources explore a number of Knowledge research and writing project behaviors  actively several sources aligned to this “how-to” books on a W.1.7 projects by: leads to standard.  participate associated with participate in given topic and use understanding a  explore a shared research shared them to write a topic.  investigating several number of and writing research and  ALEX sequence of "how-to" books on a  text features of a writing Resources instructions).  synthesize given topic "how-to" book (i.e. processes  synthesizing numbered lists,  explore  sequence of information from headings, etc.) several "how- instructions several texts  graphic organizers to" books related to about a given  writing a sequence of sequential order topic instructions  formats for writing  use a graphic sequential organizer instructions related to sequential </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary order  vocabulary:  notice research, topic, similarities sequence, between instructions information presented in books</p><p> write a sequence of instructions based on research 30. [W.1.8] With Writing Students, with adult  guidance and Students know: Students are able Students guidance and support Research to Build support, answer a question support from to: understand that from adults, recall and Present by: adults  information answering a information from Knowledge question can  recall gathered from  respond (with experiences or gather W.1.8  recalling information information personal experience guidance and include recalling Click below to information from information, from experiences  gather may differ from support) to a access all ALEX provided sources to information information question using experiences, or resources answer a question. sources. aligned to this  gathering information gathered in sources recalled information standard. from provided sources  provided sources  a response to a question can rely from on personal experiences or  ALEX experience or gathered Resources sources information from provided sources  vocabulary: recall, information, source 31. [SL.1.1] Participate Speaking & Students carry on  collaborative Students know: Students are able Students Click below to in collaborative Listening conversations with adults conversations to: understand that access all ALEX conversations with Comprehension and and peers, in small or large  diverse partners  agreed-upon rules good conversations resources diverse partners about Collaboration groups, demonstrating the occur when aligned to this  grade 1 topics for discussions  listen Grade 1 topics and SL.1.1 ability to: participants listen standard. and texts  how to respond to attentively to texts with peers and well, build on  agreed-upon other's comments conversations adults in small and others' ideas, and  listen attentively rules for about grade 1  ALEX larger groups. ask clarifying take turns speaking discussions topics and Resources   asking questions texts questions.  respond to others  build on others' helps clear up a. Follow agreed-  add to talk confusion upon rules for conversations </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary about grade 1 discussions (e.g.,  ask clarifying questions  ask questions to topics and listening to others clear up any texts with care, confusion  take turns speaking one at a speaking time about the  respond to the topics and texts comments of under discussion). others b. Build on others’  extend talk in conversations conversations by  converse with responding to the peers and comments of adults others through  converse in multiple small and exchanges. large groups c. Ask questions to  ask clarifying clear up any questions confusion about the topics and texts under discussion. 32. [SL.1.2] Ask and Speaking & Students demonstrate  ask and answer Students know: Students are able Students answer questions Listening understanding of what they questions to: understand that about key details in a Comprehension and have seen or heard by:  key details  asking questions asking and text read aloud or Collaboration helps them  ask questions answering Click below to information presented SL.1.2  asking questions about questions helps  other media understand what about what access all ALEX orally or through other key details they have heard or they have them comprehend media. what they hear or resources  answering questions seen seen or heard see. aligned to this about key details  techniques for standard. attentive listening  answer  common question  requesting clarification questions  ALEX stems related to about what if they don't Resources understand something key details they have seen or heard  vocabulary words: key details 33. [SL.1.3] Ask and Speaking & Students ask and answer  ask and answer Students know: Students are able Students Click below to answer questions Listening questions about what a questions to: understand that access all ALEX </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary about what a speaker Comprehension and speaker says to:  gather additional listeners ask says in order to gather Collaboration information  techniques for  listen questions to seek additional information SL.1.3  gather additional attentive listening attentively help or get or clarify something information. information  clarify something  common question  ask and that is not understood. stems that can be answer  clarifying something used to gather questions to that is not understood additional gather information from a additional speaker information  common question  ask and resources stems for answer aligned to this clarification questions for standard.  techniques and clarification etiquette for  answer  ALEX responding to questions Resources questions using appropriate  techniques and language and etiquette etiquette for asking questions  ask questions using appropriate language and etiquette 34. [SL.1.4] Describe Speaking & Students use relevant  describe Students know: Students are able Students people, places, things, Listening details and clearly  relevant details to: understand that and events with Presentation of expressed ideas and  describing words relevant details relevant details, Knowledge and feelings to describe:  clearly and clearly expressing ideas and Ideas  expressing ideas expressed ideas Click below to and feelings  the importance of describe access all ALEX feelings clearly. SL.1.4  people people, places, and feelings clearly relevant details enhances oral resources  places things, and aligned to this events descriptions of  things people, places, standard.  use relevant things, and events. details in  events descriptions  ALEX Resources</p><p> express ideas and feelings clearly </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary 35. [SL.1.5] Add Speaking & Students use drawings or  drawings Students know: Students are able Students drawings or other Listening other visual displays to  visual displays to: understand that a Click below to visual displays to Presentation of clarify:  when a drawing or speaker uses descriptions when Knowledge and drawings or visual access all ALEX  when visual display could  create a resources appropriate to clarify Ideas  ideas be used for drawing or displays to ideas, thoughts, and SL.1.5 appropriate to enhance or clarify aligned to this  thoughts clarify clarification display that standard. feelings. provides important details. clarification  feelings  techniques for about a  ALEX creating a drawing Resources or visual display for description clarification 36. [SL.1.6] Produce Speaking & When appropriate to task  produce Students know: Students are able Students complete sentences Listening and situation, students:  complete to: understand that a when appropriate to Presentation of sentences  what is included in speaker varies task and situation. (See Knowledge and  verbally produce a complete  verbally his/her technique Grade 1 Language Ideas based on task and complete sentences  appropriate to sentence produce standard 37 for specific SL.1.6 complete situation. expectations.) task and situation  what types of tasks sentences and situations  adapt their require speaking in speech Click below to complete sentences appropriately to task and access all ALEX situation resources  identify tasks aligned to this which require standard. the use of speaking in  ALEX complete Resources sentences</p><p> identify situations which require the use of speaking in complete sentences 37. [L.1.1] Language Students, when speaking or  demonstrate Students know: Students are able Students Click below to Demonstrate command Conventions of writing, apply standard command to apply grammar understand that access all ALEX of the conventions of Standard English grammar and usage  conventions of  appearance of all and usage in the effectiveness resources </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary Standard English L.1.1 including: standard English writing and of a message is aligned to this grammar and usage  grammar and upper- and speaking to convey enhanced through standard. when writing or  writing with upper- and usage lowercase letters a message that is appropriate usage speaking. easily understood and grammar in lowercase letters  common nouns  components of a  ALEX by the intended authentic, real-  using a variety of  proper nouns complete sentence Resources audience. This world situations. a. Print all uppercase nouns  possessive  correct grammar includes: and lowercase  appropriately selecting nouns and usage impacts letters. pronouns  singular nouns how well a b. Use common,  using verbs to convey a  plural nouns message is  use of all proper, and upper- and sense of past, present,  basic sentences understood possessive nouns. lowercase and future personal c. Use singular and  letters  selecting the correct pronouns  vocabulary: plural nouns with  use of a matching verbs in words to convey  possessive uppercase letters, meaning (adjectives, lowercase letters, variety of basic sentences pronouns nouns conjunctions, noun, common (e.g., He hops;  indefinite  appropriate We hop). determiners, pronouns noun, proper noun, prepositions) pronoun use d. Use personal,  verbs to convey possessive noun, singular noun,  use of verbs to possessive, and a sense of past, plural nouns, convey a indefinite  using a variety of present, and pronoun, verbs, sense of time pronouns (e.g., I, sentences to respond future past, present,  use of correct me, my; they, to prompts (simple,  frequently future, adjectives, words to them, their; compound, declarative, occurring complete sentences convey anyone, interrogative, adjectives everything). imperative, meaning  frequently (adjectives, e. Use verbs to exclamatory) occurring conjunctions, convey a sense of conjunctions past, present, and determiners,  determiners future (e.g., prepositions) Yesterday I  frequently walked home; occurring  use of a prepositions Today I walk variety of home; Tomorrow I  produce and sentences to will walk home). expand complete respond to f. Use frequently sentences prompts occurring  simple sentences (simple, adjectives.  compound compound, g. Use frequently sentences declarative, occurring  declarative interrogative, conjunctions (e.g., sentences imperative, and, but, or, so,  interrogative exclamatory) because). sentences h. Use determiners </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary (e.g., articles,  imperative demonstratives). sentences i. Use frequently  exclamatory occurring sentences prepositions (e.g., during, beyond, toward).  in response to prompts j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 38. [L.1.2] Language Students, when writing,  demonstrate Students know: Students are able Students Click below to Demonstrate command Conventions of apply standard command to: understand that access all ALEX of the conventions of Standard English capitalization, punctuation,  conventions of  dates must be the effectiveness resources Standard English L.1.2 and spelling including: of a message is aligned to this standard English capitalized  capitalize capitalization, enhanced through standard.  capitalization  names of people dates punctuation, and correct  capitalizing dates  punctuation must be capitalized  capitalize spelling when writing. capitalization,  capitalizing names of names of  ALEX  spelling  every sentence punctuation, and people  capitalize ends with a people Resources a. Capitalize dates spelling.  using end punctuation end punctuation punctuation mark  use end and names of  for sentences  commas are used punctuation people.  sentences  using commas in dates in dates for sentences b. Use end  commas  use commas in punctuation for  using commas to  conventional  commas are used dates sentences. separate single words spelling to separate single in a series words in a series  use commas c. Use commas in  common spelling to separate dates and to  spelling words with patterns  common spelling common spelling patterns single words in separate single  frequently patterns a series words in a series. occurring  spelling of  spell words d. Use conventional  spelling frequently irregular words frequently occurring irregular occurring irregular with common spelling for words  phonetically with common words words spelling  phonemic spelling patterns  unknown words can patterns spell and for frequently  spelling unknown be spelled </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary occurring irregular awareness phonetically frequently words. words phonetically occurring  spelling  vocabulary: irregular words e. Spell untaught conventions capitalize, words punctuation, phonetically, sentence, comma,  spell unknown drawing on dates, words, words phonemic spelling patterns phonetically awareness and spelling conventions. 39. [L.1.4] Determine Language Students employ a variety  grade 1 reading Students know: Students are able Students Click below to or clarify the meaning Vocabulary of strategies in writing or and content to: understand that access all ALEX of unknown and Acquisition and Use speaking to establish the  frequently  other words in the using context clues resources multiple-meaning L.1.4 meaning of unknown and and identifying aligned to this occurring affixes sentence provide  determine or words and phrases multiple-meaning words  frequently clues to the clarify root words and standard. based on Grade 1 and phrases based on affixes provide occurring root meaning of meaning of reading and content, grade 1 reading and words and their unknown words unknown clues to the  ALEX choosing flexibly from content by choosing meaning of inflectional forms and phrases words or Resources an array of strategies. strategies including: unknown words  affixes can be clues phrases by and phrases.  array of to the meaning of drawing upon a. Use sentence-level  using sentence-level strategies unknown words sentence-level context as a clue context as a clue to the  techniques to context clues to the meaning of meaning of a word or identify frequently  use affixes as a word or phrase. phrase occurring root clues to the b. Use frequently  applying frequently words and their meaning of occurring affixes occurring affixes as a inflectional forms unknown as a clue to the clue to the meaning of words meaning of a a word word.  vocabulary: clue, c. Identify frequently phrases, sentence,  identify occurring root  identifying frequently root words frequently words (e.g., look) occurring root words occurring root and their and their inflectional words and inflectional forms forms their (e.g., looks, inflectional looked, looking). forms d. Apply alphabetical order to the first letter of words to access </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary</p><p> information. (Alabama) 40. [L.1.5] With Language Students, with guidance  guidance and Students know: Students are able Students Click below to guidance and support Vocabulary and support, use writing support to: understand that access all ALEX from adults, Acquisition and Use and speaking to  demonstrate  techniques for writers and resources demonstrate L.1.5 demonstrate understanding speakers carefully aligned to this understanding responding to  respond with understanding of word of word relationships and  word guidance and guidance and select words to standard. relationships and nuances in word meanings convey specific relationships support support nuances in word by: meanings, ideas,  nuances in word  the difference  sort common  ALEX meanings. and relationships. meanings between a word words into Resources  sorting words into  sort and a category categories a. Sort words into categories  gain a sense of  several common  gain a sense categories (e.g.,  gaining a sense of the concepts categories of the colors, clothing) to the concepts  several different concepts gain a sense of the  define words by represented by words can be used represented concepts the category categories to describe the by categories categories  key attributes  defining words by same action  define words represent.  identify category by category  real-life  several different b. Define words by  defining words by and key connections adjectives can have category and by one or more key a similar meaning attributes one or more key  distinguish attributes  similar adjectives  identify real- attributes (e.g., a  shades of  identifying real-life can vary in life duck is a bird that meaning connections intensity to connections swims; a tiger is a verbs differing in between words  describe the same between large cat with and their use manner concept words and stripes).  distinguishing  adjectives their use c. Identify real-life shades of meaning differing in  define, connections intensity  vocabulary: among verbs opposite, word, choose, or act between words differing in manner  defining out the category, sort and their use by defining or meaning of (e.g., note places choosing them or  choosing them verbs at home that are by acting out the describing the cozy). meanings same general action to d. Distinguish shades  distinguishing distinguish of meaning among shades of meaning shades of meaning verbs differing in among adjectives manner (e.g., differing in among the verbs look, peek, glance, intensity by stare, glare, scowl) defining or </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary</p><p> and adjectives choosing them or  define, differing in by acting out the choose, or act intensity (e.g., meanings out the large, gigantic) by meaning of defining or adjectives choosing them or differing in by acting out the intensity to meanings. distinguish shades of meaning among the adjectives 41. [L.1.6] Use words Language Students speak, write, and  words Students know: Students are able Students Click below to and phrases acquired Vocabulary read words and phrases  phrases to: understand that an access all ALEX through conversations, Acquisition and Use (including frequently  acquired through  techniques for extensive resources reading and being read L.1.6 occurring conjunctions such vocabulary is built aligned to this collecting new  learn new to, and responding to as because) acquired words learned words and through reading, standard. texts, including using through:  using frequently study, and occurring through a variety of phrases in a frequently occurring channels (i.e. variety of conversation.  ALEX conjunctions to signal conjunctions to  conversations vocabulary ways Resources simple relationships signal simple  reading notebooks, word (conversation, (e.g., because). relationships  being read to walls) reading, being read to,  how and when to responding to  responding to texts text) use the word "because"  use words and phrases learned in one context in a different context</p><p> appropriately use frequently occurring conjunctions to signal simple relationships (i.e. </p><p>Franklin County Schools Grade 1 ENGLISH ENGLISH CCRS STANDARDS and ALABAMA COS Evidence of Student Teacher CCRS Standard Standard ID Knowledge Skills Understanding Resources Attainment Vocabulary</p><p>"because")</p><p>Franklin County Schools</p>