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CKLA Grade 1: Domain 1--Fables and Stories

Subject English Language Arts — Reading Standards for Fiction, Speaking and Listening, Writing
Grade Level Grade 1
Resource Type
Attributes Good for Parents
Standards Alignment
NGA Center/CCSSO
License

Attribution Non-commercial ShareAlike

CC (BY-NC-SA)

Description
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Standards
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Focus: Students are introduced to fables and stories that have delighted people for generations, including Aesop’s fables, a folktale of Anansi the Spider, and Beatrix Potter’s “The Tale of Peter Rabbit.” Students increase their vocabulary and reading comprehension skills, learn valuable lessons about virtues and behavior, and become familiar with the key elements of a story.

Number of Lessons: 10

Lesson Time: 60 minutes each. Each lesson may be divided into shorter segments.

Individual Resources: Read Aloud Anthology, Flip Book, Image Cards,  Read Aloud Supplemental Guide

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Standards

Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story, using key details.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Identify who is telling the story at various points in a text.
Use illustrations and details in a story to describe its characters, setting, or events.
Compare and contrast the adventures and experiences of characters in stories.
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.
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.
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.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
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).
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Produce complete sentences when appropriate to task and situation.
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
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 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).

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