teams (e.g., play, mail, team, seed). RF.1.3.f Read words with inflectional endings (e.g., likes, liked, waits, waited, waiting). RF.1.3.g Identify and read grade-level high-frequency /irregular words in and out of context. L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). RI.1.1; RI.1.4 Ask and answer questions about key details to determine or clarify the meaning of words and phrases in a text. RI.1.2 Identify the main topic of a text and key details RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.5; RI.1.7 Utilize text features (e.g., charts, diagrams, time lines, maps) and details in texts to obtain information and locate key details. RI.1.6 Tell the difference between information provided by pictures or illustrations and information provided by words in a text. RI.1.8 Identify the key points an author makes in informational text and identify the textual evidence to support these points. RI.1.9 Compare and contrast two texts on the same topic (e.g., illustrations, descriptions, or procedures). RI.1.10 With prompting and support, read informational texts of appropriate grade-level complexity. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RF.1.4.a,b Establish a purpose for reading and answer comprehension questions about the text while adjusting reading rate to support accuracy and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection) in grade-level text. RF.1.4.c Monitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension. SL.1.2 Ask and answer key questions about read alouds (e.g., main idea, character, setting)
W.1.8 With guidance and support, use personal experiences or gathered information from provided sources (e.g., magazines, educational websites) to answer a question. SL.1.5 Add drawings, models, or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.1.d,g,h,i Use pronouns (personal, possessive, and indefinite), frequently occurring conjunctions, demonstratives (e.g., this, that, these) and appropriate prepositions to form and complete sentences when speaking and writing. L.1.2.c Use commas where needed in sentences that contain a series of single words or dates. RF.1.2.b Blend phonemes of single-syllable words containing consonants and short vowels (e.g., sit). RF.1.2.c,d Orally segment, identify phonemes in a single-syllable word, and pronounce (e.g., meet: /m/-/ee/-/t/). RF.1.3.a,b Decode basic CVC (e.g., met, trail, treat, wheat) and CVCC (e.g., wind, knock) and VC (e.g., at) words and words with common consonant digraphs. RF.1.3.c Decode words with final –e (e.g., ate, name) and words with common vowel teams (e.g., pie, high, boat, toe, bow, blue, suit). RF.1.3.f Read words with inflectional endings (e.g., waits, waited, waiting, smaller, smallest). RF.1.3.g Identify and read grade-level high-frequency /irregular words in and out of context. RL.1.2; RI.1.2 Retell key details identifying the central message or lesson in literature texts and the main topic in informational texts. RL.1.3; RL.1.7 Describe settings, characters, and major events using key details with support from illustrations in literature. RL.1.6 Identify words that indicate who is telling the story at different points in the text.