Grade-One Power Standards
1. R11 Applies
word identification and decoding strategies (leading to automaticity)
by
R11.1 Sounding out regularly spelled (decodable) one-syllable or two-syllable words using letter-sound correspondence knowledge
EXAMPLES
(regularly spelled one and two syllable words): bat, kitten, classroom
2. R12 Students identify
the meaning of unfamiliar vocabulary by
R12.1 Using strategies to unlock meaning
EXAMPLE; activating prior knowledge, using cues, using context clues, or asking questions during read-alouds or text reading
3. R13 Shows breadth of vocabulary knowledge,
demonstrating understanding of word meanings or relationships by
R13.1 Identifying synonyms and antonyms to connect new words to known words
R13.2 Selecting appropriate words to use in context
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4. R-1-4
Demonstrate Initial understanding of elements of literary texts
R14.1 Identifying characters and setting in a story
R14.2 a Responding to simple questions about a books content
EXAMPLE; Where did Sylvester go?
5. R15 Analyze and interpret elements of
literary texts read aloud or read independently, citing evidence where
appropriate by
R15.1 Making predictions about what might happen next, and telling why the prediction was made
R15.2 Identifying physical characteristics, personality traits, or possible motives of main characters
R15.3 Making basic inferences about the text
EXAMPLE: Why did the wolf want to blow down each pigs house?
6. R17 Demonstrate initial understanding of informational texts (expository and practical texts) by
R17.1 Obtaining information, using text features (e.g., title and illustration)
EXAMPLE: From the title, what do we think this book will tell us?
R17.2 Using explicitly stated information to answer questions
EXAMPLE:
Where do penguins live?
7. R18 Analyze and interpret informational
text read aloud or independently, citing evidence as appropriate by
R18.1 Telling what was learned
EXAMPLE: What do penguins eat? Show me where you found that information?
R18.2 Identifying the topic of the text or explaining the title
EXAMPLE: What is this about?
R18.3 Making basic inferences or drawing basic conclusions
EXAMPLE: From what we just read, why do you think firefighters wear special uniforms? Explain your reasons.
8. R-1-9 Demonstrates
phonemic awareness and applies phonological knowledge and skills by
R19.1 Blending and segmenting syllables and onset-rimes
EXAMPLE; cup-cake, s-at
R19.2 Blending and segmenting phonemes in one syllable words
EXAMPLE; f-i-sh, r-u-n
R19.3 Isolating phonemes in single syllable words
EXAMPLE; tell me the first sound in mop; tell me the last sound in mop, tell me the middle sound in mop.