GRADE 1
Spanish Language Arts Common Core Standards: First Grade
Common Core Standards (CCSS)
New Generation Sunshine State
Standards (NGSSS)
Example of CSSS Instructional
Strategies & Tools
Reading Standards for Literature
Key Ideas and Details
Fiction and Reading Comprehension
RL.1. 1
LA.1.2.1.5
Respond to various literary
selections (nursery
rhymes, fairy tales, picture
books), identifying the
characters, setting, and
sequence of events and
connecting text to self
(personal connection) and
text to world (social
connection), test to text.
LA.1.1.7.4
Identify supporting details.
.
Retell the main events
(beginning, middle, end) in a
story.
RL.1.2
Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate
understanding of their central message or lesson
LA.1.2.1.2
LA.1.1.7.3
Retell the main idea or
essential message.
LA.1.1.7.6
Arrange events in sequence
• Reciprocal Teaching
• Question/Answer Relationships
• Graphic Organizers (e.g. Story
Map, Three
Column Chart (Beginning, Middle,
End – BME)
• Sharing Hand
(Who/What/Where/When/Why/
How)
• SAT Task Cards
• Three Column Chart (Beg, Mid,
End),
• Story Map
• Main Idea Table
• Picture Notes
• Timeline
• Pattern Puzzle
• Sharing Hand
(Who/What/Where/When/
Why/How)
• Somebody, Wanted, But, So
1
RL.1.3
Describe characters, settings, and major events in a
story, using key details.
LA.1.2.1.5
Respond to various literary
selections (nursery
Craft and Structure
Development and Fiction
RL.1.4
Identify words and phrases in stories or poems that
suggest feelings or appeal to the senses.
NEW
NEW
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.
LA.1.1.1.2
Distinguish informational text
from entertaining text
LA.1.1.1.1
Locate title, table of contents,
names of author and
illustrator, glossary, and index
LA.1.2.1.1
Identify various literary forms
(stories, poems, fables,
legends, picture books, etc)
LA.1.6.2.4
Identify authors, illustrators,
or composers with their works
NEW
NEW
RL.1.6
Identify who is telling the story at various points in a
text.
• Narrative Story Arch
• Story Boards
• Story Map
• Three Column Chart (beg, mid,
end)
• Sequencing Chart/Timeline
• Pattern Puzzle
• Sharing Hand
(Who/What/Where/When/Why/How)
• Reciprocal Teaching
• Somebody, Wanted, But, So
• Mood Chart / Word Wall
• Sensory Detail Chart
• Read Aloud
• Reciprocal Teaching (Clarify),
• Vocabulary Maps
• Classroom Library
• Book Sorts, Read Aloud,
• Venn Diagram‐exploring the
differences between the structure
of the two genres
• Author Studies
• Text Feature Chart
• Read
Aloud
• Reader’s Theater
• Teacher/Peer Modeling &
Explanation
2
• Recognize and Record Self as
Author/Illustrator when Writing
• Primary Author’s Purpose Chart
Integration of Knowledge and Ideas
RL.1.7
Use illustrations and details in a story to describe its
characters, setting, or events.
NEW
NEW
Dictate Stories from Picture Books
to Write on Sentence Strips and
use in a Pocket Chart
• Read Aloud Covering Pictures &
Draw New Illustrations to Match
Text
• Storyboards
RL.1.8
(Not applicable to literature)
N/A
N/A
N/A
RL.1.9
Compare and contrast the adventures and
experiences of characters in stories.
NEW
NEW
Venn Diagrams
• Content Frame
(e.g. Who/What/Where/When/Why/
How)
• Three Column Chart Foldable
(Differences, Similarities,
Differences)
LA.1.2.1.6
LA.1.2.1.4
Select age and ability
appropriate fiction materials
to read, based on interest and
teacher recommendation, to
begin building a core base of
knowledge.
Identify rhyme, rhythm,
alliteration, and patterned
structures in poems for
children
Book Talks
• Making Connections (text‐to‐text,
text‐to self, text‐to‐world)
• Reader’s Theatre
• Literature Circles
Range of Reading and Level of Text Complexity
RL.1.10
With prompting and support, read prose and poetry
of appropriate complexity for grade 1.
3
Reading Standards for Informational Text K-5
Key Ideas and Details
RI.1.1
With prompting and support, ask and answer
questions about key details in a text.
LA.1.1.7.4
Identify supporting details
RI.1.2
Identify the main topic and retell key details of a text.
LA.1.1.7.3
LA.1.1.7.4
Retell the main idea or
essential message,
Identify supporting details
RI.1.3
Describe the connection between two individuals,
events, ideas, or pieces of information in a text.
NEW
NEW
• Reciprocal Teaching
Question/Answer Relationships,
• Who/What/Where/When/Why/How
Chart
• KWL Chart
• Learning Logs (Observation
Explanation & process, Dialogue
Journals)
• Two Column Notes ( Cause/
Effect, Problem/Solution, Main
Idea/Detail)
• Leveled Vocabulary/ Science
Readers
• SAT Task Cards
Read and Say Something
• Reciprocal Teaching
• Sharing Hand(Who/What/Where/
When/Why/How)
• Main Idea Table
• KWL Chart
• Learning Logs (Observation
Explanation & process, Dialogue
Journals)
• Pattern Puzzles (for sequential
processes)
• Picture Notes
• Leveled Vocabulary/ Science
Readers
• Making Connections (text‐to‐text)
• Venn Diagram, H Diagram
• Triangular Comparison Diagram
• Content Frame,
4
RI.1.4
Ask and answer questions to help determine or
clarify the meaning of unknown words in a text.
LA.1.1.6.2
Listen to, read, and discuss
both familiar and
conceptually challenging text
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.
LA.1.6.1.1
Locate specific information by
using words in
organizational features (e.g.,
table of contents,
headings, captions, bold print,
key words, indices) in
informational text
RI.1.6
Distinguish between information provided by
pictures or other illustrations and information
provided by the words in a text.
NEW
NEW
• Compare/Contrast Summary
Frame
Reciprocal Teaching
• Question/Answer Relationships
• Context Clues Chart
• Vocabulary Maps (Concept of
definition, Frayer Model)
• Vocabulary Flash Cards
w/illustrations
• Primary Text Feature Chart
• Read Alouds,
• Shared Reading
• Web pages
Primary Text Feature Chart
• Read Alouds,
• Shared Reading
• Learning Logs
• Match illustration/picture to text to
form a caption
• Description Summary Frame
Integration of Knowledge and Ideas
Reading Comprehension
RI.1.7.
Use the illustrations and details in a text to describe
its key ideas.
NEW
NEW
• Primary Text Features Chart
• Picture Notes
RI.1.8
Identify the reasons an author gives to support points
in a text.
LA.1.1.7.4
LA.1.1.7.8
Identify supporting details.
Identify the author’s purpose
in text and ask
clarifying questions (e.g. why,
how) if meaning is
unclear
Identify basic similarities in and differences
NEW
NEW
• Two Column Chart or Foldable
(Reasons/Support or
Details/Conclusion)
• Learning Logs
• Argument/Support Summary
Frame
• Author’s Purpose Chart
• Making Connections (text‐to‐text)
5
• Venn Diagram, H Diagram
• Triangular Comparison Diagram
• Content Frame,
• Compare/Contrast Summary
Frame
• Three Column Foldable
(Differences, Similarities,
Differences)
between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
NEW
RI.1.10
LA.1.2.2.2
With prompting and support, read informational texts
appropriately complex for grade 1.
Select age and ability
appropriate non‐fiction
materials to read, based on
interest and teacher
recommendations, to begin
building a core base of
knowledge
• Literature Circles
• Buddy Reading
• Making Connections (text‐to‐text,
text‐to-self, text‐to‐world)
• Completing Graphic Organizers
• Listening Center
• Language Experience Chart
Interactions
• Classroom Library
• Literature Responses
• Retelling/Summarizing
Reading Standards: Foundational Skills (K-5)
Print Concepts
Concepts of Print
RF.1.1
Demonstrate understanding of the organization and
basic features of print.
All NGSSS below comprise all skills
necessary to demonstrate ‘Print
All NGSSS below comprise all skills
necessary to demonstrate ‘Print
RF.1.1a
Recognize the distinguishing features of a sentence
(first word, capitalization, ending punctuation).
LA.1.3.4.2
LA.1.3.4.6
• Teacher Modeling
• Daily Message
• Language experience
• Journaling
• Shared Writing
Capital letters for the pronoun
I, the beginning of a
sentence, names, days of the
week and months of the
year
End punctuation for
sentences, including periods,
question marks, and
6
Phonological Awareness (Includes Phonemic Awareness)
Words, syllables, or phonemes written in/slashes/refer to their
pronunciation or phonology. /CV/VC/CVC/in a word with two or
three phonemes regardless of the number of letters in the
spelling of the word.
exclamation points
Phonological Awareness & Phonemic
Awareness
Phonological/Phonemic
Awareness Continuum
RF.1.2
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
All NGSSS below comprise all skills
necessary to demonstrate
‘Phonological Awareness (RF.1.2a‐d) AND
LA.1.1.3.4Manipulate individual phonemes
to create new words
through addition, deletion, and substitution
Utilize the Phonological/Phonemic
Awareness
Continuum with the strategies &
tools for RF.1.2a‐2d
below including alliteration activities.
Houghton Mifflin’s Daily Phonemic
Awareness under
‘Opening Routines’ and as a opener
for the Phonics
Lesson.
• Making Words
• Word Sorting
• Say It, Move It, Blend It with letter
tiles
• Ladders
• Onset and Rimes
• Various Kinesthetic Activities
• Counting Chips
• Elkonin Boxes
• Say It, Move It, Blend It
RF.1.2a
Identify open syllables blending studied phonemes
(consonant sounds) + vowels.
LA.1.1.3.1
Identify individual phonemes
(sounds) in words(e.g.,
CCVC, CVCC, CCCVC)
RF.1.2b
Orally produce single and multiple-syllable words by
blending phonemes (sounds) + vowels.
LA.1.1.3.2
Blend three to five phonemes
to form words
RF.1.2c
Isolate and pronounce final sounds (phonemes) in
spoken words.
LA.1.1.3.3
Segment single syllable
words into individual
phonemes
• Counting Chips/Blocks
• Elkonin Boxes
• Say It/Move It/Blend It
• Clap It
• Hop It Out
RF.1.2d
Segment spoken multi-syllable words into syllables.
Manipulate individual phonemes to create new words
LA.1.1.3.3
segment single syllable words
into individual
• Counting Chips/Blocks
• Elkonin Boxes
7
through addition,deletion and substitution
(e.g.,substitution:mapa-tapa; addition: mo-amo, mimío; Deletion:mío- mi
phonemes
• Say It/Move It/Blend It
• Clap It
• Hop It Out
Phonics and Word Recognition
Phonics and Word Study
Phonics Continuum
RF.1.3
Know and apply grade-level phonics and word
analysis skills in decoding words.
All NGSSS below comprise all skills
necessary to demonstrate
‘Phonics and Word Recognition’
(RF.1.3a‐3d) AND
LA.1.1.4.3 Decode words with r‐controlled
letter‐sound associations
LA.1.1.4.4 Decode words from common
word families
LA.1.1.5.1 Apply letter‐sound knowledge
to decode phonetically
regular words quickly and accurately in
isolation and in context.
RF.1.3a
Know the spelling-sound correspondences for
common consonant digraphs. (e.g., ch, ll, qu +e,
qu+i; gu+e,gu+i
LA.1.1.4.2
Identify the sounds of vowel
and consonant digraphs
in printed words
RF.1.3b
Decode regularly spelled syllables build by
diphthongs.(e.g.,huevo, hielo, cielo, miedo) and
words that present hiatos(e.g., aéreo, correo, museo,
tenía, mío)
LA.1.1.4.1
Generate sounds from all
letters and spelling patterns
(e.g. consonant blends, long
and short vowel patterns) and
blends those sounds into
words
• Phonics Continuum/ Phonics
House
• Making Words
• Word Sorts
• Word Walls
• Print Rich Environment
• Create Alphabet or Theme
Little/Big Books
• Words Their Way Materials
• Fluency Phrases
• Onset and Rimes
• Dictation
• Decodable Texts
• Phonics Library
• Making Words
• Word Sorts
• Wedding Story (e.g., The Marriage
of C and H)
• Diagraph Roll‐a‐Word, Diagraph
Bongo
• Read & Write the Room
• Word Wall/Word Jars
• Making Words
• Word Sorts
• Dictation
• Word Walls
• Decodable Texts
• Phonics Library
8
RF.1.3c
(Not applicable)
RF.1.3d
Use knowledge that every syllable must have a
vowel sound to determine the number of syllables in
a printed word.
NEW
NEW
• Clapping
• Elkonin Boxes
• Chips
RF.1.3e
Decode two and more-syllable words following basic
patterns by breaking the words into syllables.
NEW
NEW
RF.1.3f
Read words with inflectional endings.(e.g.,final s, l,
r, d, z,n,x)
LA.1.1.4.7
Decode base words and
inflectional endings
• Clap It
• Syllable Patterns
• Spot & Dot
• Syllable Cut‐ups
• Making Words using syllables
• Six‐Way Syllable Sort
• Word Sorts
• Making Words
• Word Sorts
• Decodable Texts
RF.1.3g
Recognize and read grade-appropriate irregularly
spelled simple, compound and high frequency
words.
LA.1.1.4.6
LA.1.1.4.5
Identify common, irregular
words, compound words,
and contractions
Recognize high frequency
words
Fluency
• Instructional Routine for
Irregularly Spelled Words
• High Frequency Word Bingo
• Personal Dictionary
• Decodable Text
• Hop Scotch
• Board Games
• Making Words
• Word Sorting
Fluency
RF.1.4
Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4a
Read on-grade level text with purpose and
understanding.
All NGSSS below comprise all skills
necessary to demonstrate
‘”Fluency” (RF.1.4a‐4c).
LA.1.1.5.3 Adjust reading rate based on
purpose, text difficulty,
form and style
See strategies & tools for
RF.1.4a‐4c below.
• Radio Reading
• Reader’s Theater
• Classroom Library
• Independent Reading
• Accelerated Reader
9
• Buddy Read
• Choral Read
• Fluency Phrases
• Echo Read
• Radio Reading
• Reader’s Theater
• Shared Reading
RF.1.4b
Read on-grade level text orally with accuracy,
appropriate rate, and expression on successive
readings.
New
New
RF.1.4c
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
LA.1.1.5.2
LA.1.1.4.8
LA.1.1.7.9
Recognize high frequency
and familiar words in
isolation and in context
Use self‐correction when
subsequent reading
indicates and earlier
misreading
Self-monitor comprehension
and reread when
necessary
• Good Readers’ Strategies Chart
• Primary Context Clues Chart
LA.1.5.2.6
Participate courteously in
conversation, such as asking
clarifying questions, taking
turns, staying on topic,
making eye contact, and
facing the speaker.
• Primary Context Clues Chart
• Think-Pair-Share
• Sample Individual Response
• Choral Responses
• Body Language
• “Does anyone have a
Speaking and Listening Standards
Comprehension and collaboration
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.
(SL.1.1a-1b)
SL.1.1a
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
question?”
• The What and When
10
SL.1.1b
Build on others’ talk in conversations by responding
to the comments of others through multiple
exchanges.
LA.1.5.2.6
Participate courteously in
conversation, such as asking
clarifying questions, taking
turns, staying on topic,
making eye contact, and
facing the speaker.
• The How and Why
• Vocabulary words throughout a
class discussion
• Vocabulary words throughout
Socratic Seminar
• Vocabulary words into daily
conversations with students
before, during and after class
SL.1.1c
Ask questions to clear up any confusion about the
topics and texts under discussion
LA.1.5.2.6
Participate courteously in
conversation, such as asking
clarifying questions, taking
turns, staying on topic,
making eye contact, and
facing the speaker.
• The How and Why
• Vocabulary words throughout a
class discussion
• Vocabulary words throughout
Socratic Seminar
• Vocabulary words into daily
conversations with students
before, during and after class
SL.1.2
Ask and answer questions about key details in a text
read aloud or information presented orally or
through other media.
LA.1.5.2.3
listen attentively to fiction and
non-fiction read-aloud and
demonstrate understanding;
• Using minimal responses for
beginners
• Using language to talk about
language Listening for specific
details
• Recognizing cognates
• Recognizing word-order patterns
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.
LA.1.5.2.6
Participate courteously in
conversation, such as asking
clarifying questions, taking
turns, staying on topic,
making eye contact, and
facing the speaker.
• Listening for the main idea
• Predicting
• Drawing inferences
• Summarizing
• Selecting strategies that are
appropriate to the listening task
and use them flexibly and
interactively
SL.1.4
Describe familiar people, places, things, and events
LA.1.5.2.2
Retell specific details of
• Recognizing scripts for greetings
11
with relevant details, expressing ideas and feelings
clearly.
LA.1.5.2.5
information heard.
Communicate effectively
when relating experiences
and retelling stories read and
heard.
SL.1.5
Add drawings or other visual displays to descriptions
when appropriate to clarify ideas, thoughts and
feelings. (New)
LA.1.6.3.1
LA.1.6.3.2
Recognize that non print
media affect thoughts and
feelings (e.g., graphics,
music, digital video).
Identify types of mass
communication (e.g., film,
newspapers, radio, digital
technology).
SL.1.6
Produce complete sentence when appropriate to
task and situation. (See grade 1 Language standards
1 and 3 on page 26 for specific expectations)
LA.1.5.2.1
LA.1.5.2.3
LA.1.5.2.4
LA.1.5.2.5
Identify types of mass
communication (e.g., film,
newspapers, radio, digital
technology).
apologies, compliments,
invitations, and other.
• Jigsaw Activities
• Role plays
• Discussions
• Role cards
• Brainstorm
• Activate background knowledge
• Check comprehension while
listening and when the listening
task is over.
• Helps students detect
inconsistencies and
comprehension failures, directing
them to use alternate strategies.
12