Common Core Standards - Grade 1


Pre-K - Grade 1 - Grade 2 - Grade 3 - Grade 4 - Grade 5 - Grade 6

Reading
Writing
Speaking and Listening
Language

Reading - Literature


Content Description:

Related Ziptales Activities:

Key Ideas and Details
CCSS.ELA-Literacy.RL.1.1
Ask and answer questions about key details in a text.

Provide opportunities for students to ask and answer questions about key details in a text using:

Key Ideas and Details
CCSS.ELA-Literacy.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Students practice retelling and identifying the central message from the Storytime stories and/or Junior Readers genre stories - Imaginary Worlds, Stories From Long Ago and People Like Me.

Develop students’ retelling skills by sequencing story events using: Improve students’ understanding of a story’s central message using:

Key Ideas and Details
CCSS.ELA-Literacy.RL.1.3
Describe characters, settings, and major events in a story, using key details.

Assist students with describing characters, settings and major events in a story using:

Craft and Structure
CCSS.ELA-Literacy.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Explore how authors craft narratives to appeal to the reader’s feelings using the Language Arts Lesson: Reading (Years 1 & 2) Making Stories Interesting.

Assist students with identifying words and phrases in literature that suggest feelings using:

Use the following Easy Readers stories to identify words and phrases that appeal to:

Craft and Structure
CCSS.ELA-Literacy.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.

Build students’ understanding of different types of texts using the Language Arts Lesson: Writing (Years 1 & 2) What are Texts?
Compare books that tell a story using the Junior Readers genre Imaginary Worlds narrative texts to books that give information using the Junior Readers genre Fun Facts information texts.

Craft and Structure
CCSS.ELA-Literacy.RL.1.6
Identify who is telling the story at various points in a text.

Assist students to identify who is telling the story at various points in a text using:
  • The visual layout of the Storytime stories i.e. the text boxes are used for person telling the story (the narrator) and the speech bubbles are used for when the characters are speaking.
  • The Easy Readers and Junior Readers stories by exploring how quotation marks are used to show a character is speaking.

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

Provide opportunities for students to use illustrations and details in a story to describe:

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.1.8
(RL.1.8 not applicable to literature)

Not applicable to Grade 1

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.

Develop students’ ability to compare and contrast experiences of story characters using:

Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Prompt and support students as they read the Zip Stage 2 Easy Readers rhyming texts and the Zip Stage 3 Storytime and Junior Readers narrative texts.

(Zip Stage lists of titles are located on the Teacher Dashboard Home Page via the Ziptales Reading Stages link.)

Reading - Informational Text


Content Description:

Related Ziptales Activities:

Key Ideas and Details
CCSS.ELA-Literacy.RI.1.1
Ask and answer questions about key details in a text.

Provide opportunities for students to answer questions about key details in a text using the Junior Readers Fun Facts Multiple Choice Question Worksheets.

Key Ideas and Details
CCSS.ELA-Literacy.RI.K.2
Identify the main topic and retell key details of a text.

Students identify the main topic and retell key details for the Easy Readers stories Follow the Rules (Long Vowels) and Looking at Books (Vowel Digraphs) and the Junior Readers Fun Facts informative texts.

Key Ideas and Details
CCSS.ELA-Literacy.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Use the Junior Readers Fun Facts stories to prompt students to describe the connection between two ideas presented e.g. Fun Facts About Animals – How are bees and cats similar? How are jellyfish and fish different?

Craft and Structure
CCSS.ELA-Literacy.RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Clarify the meanings of the words or phrases used in the Junior Readers Fun Facts informative texts using Worksheet #2 for each story.

Craft and Structure
CCSS.ELA-Literacy.RI.1.5
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Study the features used for digital texts by viewing the Language Arts Lesson: Reading (Years 1 & 2) Reading e-Books. Explore the features of informative texts using Language Arts Lesson: Reading (Years 1 & 2) Reading Non-Fiction Books.

Craft and Structure
CCSS.ELA-Literacy.RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Assist students with distinguishing between information from words and pictures in a text using:
  • Language Arts Lesson: Reading (Years 1 & 2) Words and Pictures.
  • Explore how authors support points in a text using the Junior Readers Fun Facts stories e.g. Fun Facts About the Body – How is our brain like/unlike a computer? Why can’t you trick your brain? How do our lungs help us talk?

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.1.7
Use the illustrations and details in a text to describe its key ideas.

Provide an opportunity for students to describe key ideas in informative texts using Task 1 from the Activities link in the Language Arts Lesson: Reading (Years 1 & 2) Reading Non-Fiction Books.

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.1.8
Identify the reasons an author gives to support points in a text.

Explore how authors support points in a text using the Junior Readers Fun Facts stories e.g. Fun Facts About the Body – How is our brain like/unlike a computer? Why can’t you trick your brain? How do our lungs help us talk?

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.1.9
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Use Task 2 from the Activities link for the Language Arts Lesson: Reading (Years 1 & 2) Reading Non-Fiction Books to assist students with comparing two texts on the same topic.

Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.1.10
With prompting and support, read informational texts appropriately complex for grade 1.

Prompt and support students as they read the informational Zip Stage 2 Easy Readers e.g. Close Your Eyes, Follow the Rules (Long Vowels) and Looking at Books (Vowel Digraphs) and Zip Stage 3 Junior Readers informative texts in Fun Facts.

Reading - Foundational Skills


Content Description:

Related Ziptales Activities:

Print Concepts
CCSS.ELA-Literacy.RF.1.1
Demonstrate understanding of the organization and basic features of print.

  • CCSS.ELA-Literacy.RF.1.1.a
    Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Explore the distinguishing features of a sentence using the Language Arts Lesson: Writing (Years 1 & 2) Types of Sentences.
Study first word capitalization and ending punctuation using the activity from the Easy Readers Worksheet #1 for What Will I Do Tomorrow? (Vowel/Consonant Digraphs).

Phonological Awareness
CCSS.ELA-Literacy.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

  • CCSS.ELA-Literacy.RF.1.2.a
    Distinguish long from short vowel sounds in spoken single-syllable words.

View the Teaching Phonics webinar for a variety of practical activities for building students’ phonological awareness.
Explore the concepts of syllabification and phonemes presented in Language Arts Lesson: Reading (Years 1 & 2) Breaking Up Words.
Assist students with distinguishing long from short vowel sounds using the Easy Readers focus stories from Short Vowels and Long Vowels and Worksheet #1 for Follow the Rules (Long Vowels).

  • CCSS.ELA-Literacy.RF.1.2.b
    Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Provide opportunities for students to orally produce single syllable words by blending sounds using the Easy ReadersShort Vowels and Consonant Blends stories and Worksheets.

  • CCSS.ELA-Literacy.RF.1.2.c
    Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Develop students’ ability to isolate and pronounce phonemes in single syllable words using Easy Readers Worksheet #1 for The Three Little Blackbirds (Simple Digraphs), Close Your Eyes (Long Vowels), The Awful Animal Zoo, Chester the Clown (Vowel/Consonant Digraphs); Guess What I Found? and What Did I Hear? (Vowel Digraphs).

  • CCSS.ELA-Literacy.RF.1.2.d
    Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Students explore and practice the process of segmenting words into phonemes using:

Phonics and Word Recognition
CCSS.ELA-Literacy.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.

  • CCSS.ELA-Literacy.RF.1.3.a
    Know the spelling-sound correspondences for common consonant digraphs.

View the Teaching Phonics webinar for a variety of practical activities for building students’ phonemic awareness.
Develop students’ knowledge of the spelling-sound correspondence for common consonant digraphs th, sh, ch and wh using the Easy Readers Simple Digraphs stories and Worksheets.

  • CCSS.ELA-Literacy.RF.1.3.b
    Decode regularly spelled one-syllable words.

Students independently read the Easy Readers, Junior Readers and Storytime stories (without the voiceover) to practice decoding one-syllable words.

  • CCSS.ELA-Literacy.RF.1.3.c
    Know final -e and common vowel team conventions for representing long vowel sounds.

Develop students’ knowledge of words with long vowel sounds by exploring the Easy Readers Long Vowels stories.
Study final -e and the vowel team conventions for representing long vowel sounds using Easy Readers Worksheet #1 for The Amazing Ape, Close Your Eyes, Follow the Rules and Would You Like? (Long Vowels); Rainbow Bay (Vowel/Consonant Digraphs) Deep in the Jungle, Beach or Pool? (Vowel Digraphs).

  • CCSS.ELA-Literacy.RF.1.3.d
    Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Guide students to the understanding that every syllable must have a vowel sound using Easy Readers Worksheet #1 for My Big Sister (Vowel/Consonant Digraphs).
Complete Storytime Worksheet #1 for Wendy and the Pirate then segment the words to explore how every syllable must have a vowel sound.

  • CCSS.ELA-Literacy.RF.1.3.e
    Decode two-syllable words following basic patterns by breaking the words into syllables.

Students practice decoding one and two-syllable words following basic patterns using the Easy Readers Worksheet #1 for The Princess in the Tower, The Sparkly Starfish (Vowel/Consonant Digraphs).

  • CCSS.ELA-Literacy.RF.1.3.f
    Read words with inflectional endings.

Explore inflectional endings using:

  • CCSS.ELA-Literacy.RF.1.3.g
    Recognize and read grade-appropriate irregularly spelled words.

Source 10 high-frequency irregularly spelled words from a selected Easy Readers story to create flash cards to develop student recognition e.g. The Amazing Ape (Long Vowels): one, when, was, saw, other, were, our, said, could, down.

Fluency
CCSS.ELA-Literacy.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.

  • CCSS.ELA-Literacy.RF.1.4.a
    Read grade-level text with purpose and understanding.

View the Reading Tool Kit (F-2) webinar for a variety of practical activities for teaching reading comprehension strategies.
Use the What’s My Ziptales Reading Level? reading engine on the Student Dashboard Home Page to determine each students’ reading ability in order to prompt and support them to read the stories as listed in their appropriate Zip Stage.

  • CCSS.ELA-Literacy.RF.1.4.b
    Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Explore effective reading strategies using the Language Arts Lesson: Reading (Years 1 & 2) Becoming a Better Reader.

  • CCSS.ELA-Literacy.RF.1.4.c
    Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Writing


Content Description:

Related Ziptales Activities:

Text Types and Purposes
CCSS.ELA-Literacy.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.

Clarify students’ understanding of opinion texts using the Language Arts Lesson: Writing (Years 1 & 2) What are Texts?

Provide opportunities for students to write opinion pieces using:

Text Types and Purposes
CCSS.ELA-Literacy.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.

Reinforce students’ understanding of informative texts using the Language Arts Lesson: Writing (Years 1 & 2) What are Texts?

Use the Language Arts Lesson: Writing (Years 1 & 2) How are Texts Organized? to assist students with planning and writing informative and explanatory texts.

Provide opportunities for students to compose informative texts using Easy Readers Worksheet #2 for A Fun Day at the Farm (Extra Activity), The Sparkly Starfish (Extra Activity) and Chester the Clown (Vowel/Consonant Digraphs).

Text Types and Purposes
CCSS.ELA-Literacy.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.

View the Language Arts Lesson: Writing (Years 1 & 2) How are Texts Organized? to assist students with planning and writing recounts and narratives.

Use the Language Arts Lesson: Writing (Years 1 & 2) What’s in a Story? to explore the elements of narrative texts.

Provide opportunities for students to write narratives using:

Production and Distribution of Writing
CCSS.ELA-Literacy.W.1.4
(W.1.4 begins in grade 3)

Not applicable to Grade 1

Production and Distribution of Writing
CCSS.ELA-Literacy.W.1.5
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.

View the Language Arts Lesson: Writing (Years 1 & 2) Check Your Writing to encourage students to add details to strengthen writing.
Provide opportunities for students to focus on a topic with guidance and support from adult and peers to produce writing from Easy Readers Worksheet #2 for Close Your Eyes, Five White Mice, Follow the Rules and Would You Like? (Long Vowels), The Sparkly Starfish (Vowel/Consonant Digraphs); Deep in the Jungle and What Did I Hear? (Vowel Digraphs).

Production and Distribution of Writing
CCSS.ELA-Literacy.W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Explore how to use digital tools to publish writing using the Language Arts Lesson: Writing (Years 1 & 2) Create a Digital Text.

Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.1.7
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).

Use the activities for the Language Arts Lesson: Writing (Years 1 & 2) How Are Texts Organized? as ideas for students to participate in shared writing experiences.

Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.1.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Compose focus questions to springboard recount and report writing using:

Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.1.9
(W.1.9 begins in grade 4)

Not applicable to Grade 1

Range of Writing
CCSS.ELA-Literacy.W.1.10
(W.1.10 begins in grade 3)

Not applicable to Grade 1

Speaking and Listening


Content Description:

Related Ziptales Activities:

Comprehension and Collaboration
CCSS.ELA-Literacy.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.

  • CCSS.ELA-Literacy.SL.1.1.a
    Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Students participate in collaborative conversations by viewing then completing the activities from the Language Arts Lesson: Oral Language (Years 1 & 2): What Do You Think?

Build students’ awareness of the rules of discussion using the guidelines from the Language Arts Lesson: Oral Language (Years 1 & 2) Working Together.

  • CCSS.ELA-Literacy.SL.1.1.b
    Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

Provide opportunities for students to respond to the comments of others using Language Arts Lesson: Oral Language (Years 1 & 2) What Do You Think? activities.

  • CCSS.ELA-Literacy.SL.1.1.c
    Ask questions to clear up any confusion about the topics and texts under discussion.

View the Language Arts Lesson: Oral Language (Years 1 & 2) Types of Questions to reinforce the importance of asking questions to clarify understanding of topics and texts.

Comprehension and Collaboration
CCSS.ELA-Literacy.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Provide opportunities for students to listen to texts read aloud and ask and answer questions about key details in the text using Easy Readers, Junior Readers and Storytime.

Comprehension and Collaboration
CCSS.ELA-Literacy.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.

Expand students’ understanding of using different question types to gather additional information or clarify something using Language Arts Lesson: Oral Language (Years 1 & 2) Types of Questions.

Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Use the Language Arts Lesson: Oral Language (Years 1 & 2) Learning to Speak to an Audience to equip students with the skills to express ideas and feelings clearly.

Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Students add drawings to clarify feelings from Tasks 1 – 3 from the Activities link in the Language Arts Lesson: Oral Language (Years 1 & 2) What Do You Think?

Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.1.6
Produce complete sentences when appropriate to task and situation.

Explore oral language use appropriate to task and situation using the Language Arts Lesson: Oral Language (Years 1 & 2) Talking to others.

Language


Content Description:

Related Ziptales Activities:

Conventions of Standard English
CCSS.ELA-Literacy.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • CCSS.ELA-Literacy.L.1.1.a
    Print all upper- and lowercase letters.

Reinforce students’ recognition of how upper and lower case letters are formed using the ABC module.
Students practice printing upper and lower case letters by completing Worksheets provided for the Easy Readers, Junior Readers and Storytime stories.

  • CCSS.ELA-Literacy.L.1.1.b
    Use common, proper, and possessive nouns.

Develop students’ knowledge of nouns using:

  • CCSS.ELA-Literacy.L.1.1.c
    Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Use the list of verbs from page 1 of the Language Arts Lesson: Writing (Years 1 & 2) What are Verbs? to write sentences that show singular noun/plural noun-verb agreement e.g. He runs; We run and The frog jumps; Frogs jump etc
Students complete Easy Readers Worksheet #2 for Our House (Vowel Digraphs).

  • CCSS.ELA-Literacy.L.1.1.d
    Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

Explore different pronoun use for the characters in the Easy Readers, Junior Readers and Storytime stories e.g. in Wendy and the Pirate (Storytime) the narrator uses she, her, he, his, him, they and the characters use I, me, my, you. Ask: Why does the pirate change the pronoun you to we at the end of the story?
Study Easy Readers Worksheet #2 for The Grumpy Goat (Vowel Digraphs).

  • CCSS.ELA-Literacy.L.1.1.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).

View the Language Arts Lesson: Writing (Years 1 & 2) What are Verbs?
Students complete Easy Readers Worksheet #2 for Rainbow Bay (Vowel/Consonant Digraphs) and Storytime Worksheet #3 for Goldilocks and the Three Bears and Little Red Riding Hood.

  • CCSS.ELA-Literacy.L.1.1.f
    Use frequently occurring adjectives.

Develop students’ awareness of adjectives using the activities for the Language Arts Lesson: Writing (Years 1 & 2) What’s in a Story? and Storytime Worksheet #1 for The Three Little Pigs and Goldilocks and the Three Bears.

  • CCSS.ELA-Literacy.L.1.1.g
    Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Study conjunctions using the Language Arts Lesson: Writing (Years 1 & 2) Getting Together (Conjunctions).

  • CCSS.ELA-Literacy.L.1.1.h
    Use determiners (e.g., articles, demonstratives).

Reinforce the rule for using ‘an’ instead of ‘a’ before a word starting with a vowel using examples from the Easy Readers stories Close Your Eyes – an ice-cream cone and The Amazing Ape – an ape (Long Vowels).

  • CCSS.ELA-Literacy.L.1.1.i
    Use frequently occurring prepositions (e.g., during, beyond, toward).

Explore frequently occurring prepositions using:

  • CCSS.ELA-Literacy.L.1.1.j
    Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

View the Language Arts Lesson: Writing (Years 1 & 2) Check Your Writing to guide students with expanding a simple sentence.
Develop students’ awareness of different types of sentences using the Language Arts Lesson: Writing (Years 1 & 2) Types of Sentences.

Conventions of Standard English
CCSS.ELA-Literacy.L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • CCSS.ELA-Literacy.L.1.2.a
    Capitalize dates and names of people.

View the Language Arts Lesson: Writing (Years 1 & 2) Check Your Writing to reinforce correct use of the conventions of standard English capitalization, punctuation and spelling when writing.

  • CCSS.ELA-Literacy.L.1.2.b
    Use end punctuation for sentences.

Develop students’ awareness of end punctuation for different types of sentences using the Language Arts Lesson: Writing (Years 1 & 2) Types of Sentences.
Students practice using question marks by completing Easy Readers Worksheet #2 for What Will I Do Tomorrow? (Vowel/Consonant Digraphs).

  • CCSS.ELA-Literacy.L.1.2.c
    Use commas in dates and to separate single words in a series.

Study the use of commas to separate single words in a series using:

  • CCSS.ELA-Literacy.L.1.2.d
    Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Study conventional spelling rules for contractions using Easy Readers Worksheet #2 for My Big Sister and the rule for adding ‘es’ to words ending in common spelling patterns using Easy Readers Worksheet #2 for The Princess in the Tower (Vowel/Consonant Digraphs).

  • CCSS.ELA-Literacy.L.1.2.e
    Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Provide opportunities for students to spell untaught words phonetically by completing Easy Readers Worksheet #2 open-ended writing tasks for the Long Vowels stories.

Knowledge of Language
CCSS.ELA-Literacy.L.1.3
(L.1.3 begins in grade 2)

Not applicable to Grade 1

Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.1.4
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.

  • CCSS.ELA-Literacy.L.1.4.a
    Use sentence-level context as a clue to the meaning of a word or phrase.

View the Language Arts Lesson: Reading (Years 1 & 2) Learning New Words to explore the different ways we acquire new vocabulary.

Provide opportunities for students to use context clues using:

  • CCSS.ELA-Literacy.L.1.4.b
    Use frequently occurring affixes as a clue to the meaning of a word.

Explore frequently occurring affixes such as: Study how affixes can change the meaning of a word using vocabulary from a Junior Readers story e.g. Wheels of Speed – change ‘cloudy’ to ‘cloudless’; add ‘un’ to ‘lucky’; change ‘carefully’ to ‘carelessly’.

  • CCSS.ELA-Literacy.L.1.4.c
    Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Use vocabulary from the Easy Readers stories to build inflectional forms of a bank of frequently occurring root words. For example:
  • The Three Little Blackbirds (Simple Digraphs) live – lives, lived, living; ask – asks, asked, asking; play – plays, played, playing; yell - yells, yelling, yelled; climb – climbs, climbed, climbing.
  • Rainbow Bay (Vowel/Consonant Digraphs) love – loved, loves, loving, loveable, lovely; watch – watches, watched, watching, watchful.

Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.1.5
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

  • CCSS.ELA-Literacy.L.1.5.a
    Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Explore how words can be sorted into categories using the mind map idea from the Language Arts Lesson: Reading (Years 1 & 2) Learning New Words and students practice this by completing Task 2 from the Activities link. Provide opportunities for students to sort words into categories using concepts from the Junior Readers Fun Facts informational texts. For example: Study words with opposite meanings using Easy Readers Worksheet #2 for A Fun Day at the Farm (Vowel/Consonant Digraphs).

  • CCSS.ELA-Literacy.L.1.5.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).

Students practice using key attributes to define words using:

  • CCSS.ELA-Literacy.L.1.5.c
    Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Provide opportunities for students to identify real-life connections between words and their use by exploring specific vocabulary used in:

  • CCSS.ELA-Literacy.L.1.5.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.

Use words from the Easy Readers to act out the different shades of meaning of: Use Easy Readers Worksheet #2 for The Awful Animal Zoo to study words that share a similar meaning to other words (synonyms).

Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.1.6
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).

Students view the Language Arts Lesson: Oral Language (Years 1 & 2) Working Together and complete the activities. Encourage them to use words and phrases acquired from the vocabulary in the lesson to describe how their group worked e.g. We worked well together because we encouraged each other.

Provide opportunities for students to complete a Make and Do (Easy Level) project and then use acquired vocabulary to reflect on their final product e.g. My Super Dart did not work properly because I folded the paper the wrong way.

Read or listen to a selected Easy Readers, Junior Readers or Storytime story and describe characters and events using frequently occurring conjunctions e.g. The Lonely Giant (Imaginary Worlds - Junior Readers):
Gumble the giant was lonely because no one liked him. Tommy was scared of Gumble but he still climbed onto his shoulder.

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