Ohio Grade 1 ELA Learning Standards: Phonics, Word Analysis, and Vocabulary Development, Lecture notes of English Language

Download Ohio Grade 1 ELA Learning Standards: Phonics, Word Analysis, and Vocabulary Development and more Lecture notes English Language in PDF only on Docsity! 1st Grade English Language Arts Pacing Guide and Unpacked Standards Developed by: Jennifer Maille, GMLSD School Improvement Coordinator Natalie Lewellen, GMLSD School Improvement Coordinator Natalie, Blake, GMLSD School Improvement Coordinator Kerri Lloyd, GMLSD School Improvement Coordinator John Brown, GMLSD School Improvement Coordinator Sheryl Hernandez, GMLSD School Improvement Coordinator Carri Meek, School Improvement Specialist, Instructional Growth Seminars and Support Garilee Ogden, GMLSD Director of Curriculum, Instruction and Professional Development Resources: School District U-46, of Chicago, IL, The Ohio Department of Education, Columbus City Schools, Common Core Institute and North Carolina Department of Public Instruction. We would like to thank the teachers of GMLSD that provided feedback and support. Groveport Madison ELA Pacing Guide 1st Reading Foundational Skills Reading Literature Reading Informational Writing Speaking & Listening Language 1st 9 wks RF.1.1(a)​ ​Recognize basic features of print RF.1.2 (a,b,c,d) Understand phonemes & syllables RF.1.3 (a,b,c,d,e,f,g) Apply phonics & word analysis RL.1.1​ Ask & answer key details RL.1.2 a,b​ Analyze development of central message & retell RL.1.6​ Identify point of view RL.1.7​ Use & describe illustration & story relationship RI.1.1​ Ask & answer key details RI.1.2 a,b​ Analyze text, identify main topic   & retell key details RI.1.6​ Distinguish between visual & written information RI.1.7​ Describe key ideas through text & illustrations W.1.2​ Write informative text W.1.3​ Write narratives SL.1.1 (a,b,c)​ converse collaboratively SL.1.2​ Ask & answer key details about information presented L.1.1 (a,b,c,d,e,f,g,h,i,j) Demonstrate conventions of grammar when writing & speaking L.1.2 (a,b,c,d,e)​ Demonstrate conventions of capitalization, punctuation & spelling 2nd 9 wks RF.1.2 (a,b,c,d) Understand phonemes & syllables RF.1.3 (a,b,c,d,e,f,g)  Apply phonics & word analysis RF.1.4 (a,b,c)​ Read with purpose & understanding RL.1.1​ Ask & answer key details RL.1.3​ Describe major events & key details RL.1.4​ Identify words & phrases that suggest feeling in stories & poems RL.1.5​ Explain differences in storytelling vs. informational text RL.1.9 ​Compare contrast adventures & experiences RI.1.2 a,b​ Analyze text, identify main topic   & retell key details RI.1.3​ Describe & connect story elements RI.1.4​ Ask & answer unknown words & phrases RI.1.5​ Use text features RI.1.9​ Identify similarities & differences of two text W.1.1​ Write an opinion W.1.5​ Add details to strengthen writing in response to peer questions & suggestions W.1.8​ Recall information from experience or sources to answer questions with guidance & support SL.1.1 (a,b,c)​ Converse collaboratively  SL.1.3​ Ask & answer speaker’s information for additional information & clarity SL.1.4​ Describe relevant details & express ideas & feelings clearly SL.1.5​ Add visuals to descriptions to clarify ideas & feelings SL.1.6​ Produce complete sentences when appropriate L.1.1 (a,b,c,d,e,f,g,h,i,j) Demonstrate conventions of grammar when writing & speaking L.1.2 (a,b,c,d,e)​ Demonstrate conventions of capitalization, punctuation & spelling L.1.4 (a,b,c)​ ​Determine unknown and multiple meaning words & phrases 3rd 9 wks RF.1.3(a,b,c,d,e,f,g) Apply phonics & word analysis RF.1.4​ Read with accurate comprehension RL.1.4​ Identify words & phrases that suggest feeling in stories & poems RL.1.5​ Explain differences in story telling vs. informational text RL.1.6​ Identify point of view RL.1.7​ Use text illustrations & details to describe story elements RI.1.4​ Ask & answer unknown words & phrases RI.1.5​ Use text features RI.1.6​ Distinguish between visual & written information RI.1.7​ Describe key ideas through use of text & illustrations RI.1.8​ Identify author’s reasons to support points W.1.2​ Write informative W.1.7​ Participate in shared research W.1.8​ Recall information from experience/sources to answer questions with guidance & support W.1.6​ Use digital tools to produce, publish & collaborate SL.1.1 (a,b,c)​ Converse collaboratively SL.1.2​ Ask & answer key details about information presented SL.1.4​ Describe relevant details & express ideas & feelings clearly SL.1.6​ ​Produce complete sentences when appropriate L.1.1 (a,b,c,d,e,f,g,h,i,j) Demonstrate conventions of grammar when writing & speaking L.1.2 (a,b,c,d,e)​ Demonstrate conventions of capitalization, punctuation & spelling L.1.5 (a,b,c,d ​Demonstrate understanding of word nuances & relationships with guidance & support 4th 9 wks RF.1.2 (a,b,c,d) Understand phonemes & syllables RF.1.3 (a,b,c,d,e,f,g) Apply phonics & word analysis RF.1.4 (a,b,c)​ Read w/accurate comp. RL.1.3​ Describe major events & key details RL.1.9​ Compare/ contrast characters in a story RL.1.10​ Read complex text RI.1.3​ Describe and connect story elements RI.1.8​ Identify author’s reasons to support points RI.1.9​ Identify similarities & differences of two text RI.1.10​ Read complex text w/ prompting & support;text to text or to self comparison W.1.1​ Write an opinion W.1.3​ Write narratives W.1.5​ Add details to strengthen writing in response to peer questions & suggestions W.1.6​ Use digital tools to produce, publish & collaborate SL.1.1 (a,b,c)​ Converse collaboratively SL.1.3​ Ask & answer speaker’s information for additional information & clarity SL.1.5​ Add visuals to descriptions to clarify ideas & feelings SL.1.6​ ​Produce complete sentences when appropriate L.1.1 (a,b,c,d,e,f,g,h,i,j) Demonstrate conventions of grammar when writing & speaking L.1.4 (a,b,c)​ Determine unknown and multiple meaning words & phrases L.1.6​ Use new words & phrases Groveport Madison Local Schools Department of Curriculum and Instruction 2017 Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RL 1.3 Standard: Describe characters, settings, and major events in a story, using key details. Anchor: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Question ❏ How do readers identify and describe story elements? Essential Skills ❑ Define character. ❑ Define setting. ❑ Define major events. ❑ Define key details. ❑ Identify characters using key details. ❑ Identify setting using key details. ❑ Identify major events using key details. ❑ Describe characters using key details, discern which details are important. ❑ Describe setting using key details, discern which details are important. ❑ Describe major events using key details, discern which details are important. ❑ Orally demonstrate understanding of a central message, meaning or lesson. Vocabulary Key Strategies ● Think aloud model: Teacher talks about comprehension as the story is read aloud; Say aloud what you are thinking and questions you have pertaining to the text – ask students what they are thinking ● Post-It note read along- students make notes throughout the reading to remind themselves of points they want to share or remember ● After listening to a first grade appropriate complex text, the student will be able to identify the characters, setting, and major events in the story using key details. ● Students will be able to identify how the characters are feeling or behaving throughout the story using key details. ❏ identify ❏ characters ❏ setting ❏ plot ❏ events ❏ sequence ❏ problem ❏ resolution ❏ lesson or moral ❏ theme Question Stems ❏ Who are the characters in the story? ❏ Who is the main character in the story? ❏ What is the setting of the story? ❏ What is the problem or plot in the story? ❏ How do the characters in the story solve their problem? ❏ What happens at the beginning, middle, end of the story. ❏ How are the characters behaving or feeling at the beginning, middle, and end of the story? ❏ How do we know the characters are feeling? or are going to do? RL K.3: With prompting and support, identify characters, settings, and major events in a story. RL 2.3: Describe how characters in a story respond to major events and challenges and how these events influence the characters. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RL 1.4 Standard: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Anchor: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Essential Questions ❏ How does word choice impact the overall meaning of the text? ❏ How does the author’s choice of words show feelings or the senses? Essential Skills ❏ Identify words in stories or poems. ❏ Identify phrases in stories or poems. ❏ Identify the various senses. ❏ Identify feelings. ❏ Recognize words and phrases that suggest feelings. ❏ Recognize words and phrases that appeal to the senses. ❏ Identify words and phrases in stories/poems that suggest feelings. ❏ Identify words and phrases in stories/poems that appeal to the senses. Vocabulary Key Strategies ● Think aloud model: Teacher talks about feeling words and how the story/poem makes him/her feel as the story is read aloud; Say aloud what you are thinking and feeling, ask students what they are thinking and feeling ● Stop occasionally during reading to share think alouds orally ● Students will identify words and phrases within a first grade appropriate complex text that appeal to the senses and suggest the feelings experienced by the character. ● Students will be able to identify the difference between a word, phrase, and sentence. ● Students will understand the difference between a story and a poem. ● Students will be able to understand feelings that are exhibited in a story or poem. ❏ story ❏ poems ❏ word ❏ identify ❏ senses ❏ feelings ❏ poetry ❏ phrase ❏ sentence ❏ appeal Question Stems ❏ How does this story or poem make you feel when you read it? ❏ Does the character use their five senses in this story? ❏ How do we know the character feels happy, sad, or angry? ❏ Identify what the character hears, sees, …..? ❏ What words in the story tell us what the setting looks like? ❏ Is this a story or a poem? How do you know? RL K.4: Ask and answer questions about unknown words in a text. (See grade K Language Standards 4-6 for additional expectations). RL 2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (See grade 2 Language Standards 4-6 for additional expectations.) Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RL 1.5 Standard: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Anchor: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Question ❏ How do readers approach different text types? Essential Skills ❏ Define fiction. ❏ Define non-fiction. ❏ Recognize characteristics of fiction. ❏ Recognize characteristics of nonfiction. ❏ Recognize fiction in different forms and presentations. ❏ Recognize nonfiction in different forms and presentations. ❏ Explain how a text for a story is different from a text written for information. Vocabulary Key Strategies ● Use prompting and question stems ● Students will understand the structure of a narrative text. ● Students will understand the structure of an informational text. ● Students will understand the difference between narrative and informational text . ● Students will be able to distinguish between story and informational text. ● Students will be able to identify a text’s genre. ❏ explain ❏ difference ❏ story ❏ poem ❏ information ❏ text ❏ narrative ❏ expository ❏ characters ❏ fiction ❏ non-fiction Question Stems ❏ Is this a book that tells a story or gives information? How do you know? ❏ Explain if it is fiction or non-fiction ❏ What is this book about? ❏ What information can we gather from this book (what can we learn from this book)? ❏ Who are the characters? ❏ Where does the story take place? ❏ What happens in the story? RL K.5: Recognize common types of texts (e.g. storybooks, poems, fantasy, realistic text). RL 2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RL 1.9 Standard: Compare and contrast the adventures and experiences of characters in stories. Anchor: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question ❏ How can you compare and contrast characters in stories? Essential Skills ❑ Identify the characters in a story ❑ Understand comparison (similarities). ❑ Understand contrast (differences). ❑ Understand what an adventure is.. ❑ Understand what an experience is. ❑ Compare/contrast details from stories about the experiences of the characters. ❑ Understand the “who” and “what” within stories. Vocabulary Key Strategies ● Use prompting and question stems ● Students will be able to identify the characters in a story. ● Students will understand a character’s traits based on what the character says, how the character acts, and what the character looks like. ● Students will be able to identify how characters are similar ● Students will be able to identify how characters are different. ● Students will be able to identify adventures or experiences a character has. ● Students will be able to cite evidence from the text to support their reasoning. ❏ compare (similarities) ❏ contrast (differences) ❏ adventures ❏ experiences ❏ characters Question Stems ❏ How is similar to in a story? ❏ How are and different? ❏ What adventures did have in the story? ❏ What experiences did _and _have in the story? ❏ How are their adventures similar? How are they different? ❏ How are their experiences similar (compare)? ❏ How are their experiences different (contrast)? RL K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL 2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RL 1.10 Standard: With prompting and support, read prose and poetry of appropriate complexity for grade 1. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. Anchor: Read and comprehend complex literary and informational texts independently and proficiently. Essential Question ❏ What strategies do I use to become an independent reader? Essential Skills ❑ Identify/understand key ideas and details with prompting and support. ❑ Identify/understand craft and structure with prompting and support. ❑ Comprehend key ideas and details with prompting and support. ❑ Comprehend craft and structure with prompting and support. Vocabulary Key Strategies ● Poetry introduction: Focus on vocabulary and concepts, but allow students to contribute their own questions and predictions about the poem ● Students should be encouraged to focus on the poem, predicting what the poem may be about in collaboration with other students in the context of literature circles or sharing groups. The teacher’s role should be to respond to students requests to clarify concepts and vocabulary which are unclear. ● Follow the events of a plot with multiple events. ● Pick up important information and remember to use it during discussion. ● Make predictions about what will happen next. ● Make predictions about what a character is likely to do. Use evidence from the text to support predictions (I think. . . because . .) ❏ retell ❏ recall ❏ compare ❏ predict ❏ identify ❏ prose Question Stems ❏ Retell the text (prose/poetry) ❏ Does this story/poem remind you of any other stories/poems we have read? ❏ Compare this piece to other pieces of text you have read. ❏ Identify similarities between the two pieces. ❏ What other stories or poems have you read about _ ? ❏ Predict what you think will happen next in the story? ❏ What makes you think that will happen? ❏ How do you know? RL K.10: Actively engage in group reading activities with purpose and understanding. a. Activate prior knowledge related to the information and events in texts. b. Use illustrations and context to make predictions about text. RL 2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RI 1.1 Standard: Ask and answer questions about key details in a text. Anchor: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Question ❏ How can asking and answering questions help me understand the text? Essential Skills ❏ Understand how to ask a question about text. ❏ Understand how to answer questions about text. ❏ Respond in clear, focused sentences. ❏ Answer who, what, where, when, and how questions. ❏ Identify main events, and key details within a text. Vocabulary Key Strategies ● Think aloud model: Teacher talks about comprehension as the story is read aloud; Say aloud what you are thinking and questions you have pertaining to the text – ask students what they are thinking; Does that make sense? ● Stop occasionally during reading to share think alouds orally with a partner and tell what might happen next. ● Establish literature circle with two to four students reading the same text, posing their questions, discussing in the group, and sharing their ideas with the group ● Teacher models answering a question in a complete sentence. ● Teacher models answering a question using key details from the text. ● Teacher models answering who, what, where, when, and how questions. ● Teacher models asking questions about key details in a text. ● Teacher models identifying the main event. ❏ question ❏ answer ❏ identify ❏ ask ❏ detail ❏ text ❏ events ❏ learn Question Stems ❏ What is this story about? ❏ How do we know _ ? ❏ What is the most important idea or part of this text? ❏ What can we learn from this book? ❏ What details help us know how _ does _ ? ❏ Where can we find _ ? ❏ What details were important? ❏ What events happened first, second, third? ❏ Can you identify the main event? ❏ How do you know this is the main event? RI K.1: With prompting and support, ask and answer questions about key details in a text. RI 2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RI 1.4 Standard Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language Standards 4-6 for additional expectations.) Anchor: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Essential Questions ❏ Why is it important for readers to identify words they do not know? (same as K.RL.4) ❏ What strategies do readers use to determine unknown words? Essential Skills ❑ Ability to ask clarifying questions about texts. ❑ Ability to express own understanding of the meaning of a text. ❑ Identify a word that is unknown. ❑ With support -self-monitor by identifying unknown words, decode, re-read for clarification. ❑ Understand the use of context clues such as in determining the meaning of unknown words. Vocabulary Key Strategies ❏ clarify ❏ determine ❏ context ❏ ask ❏ answer ❏ unknown ❏ words ❏ text ❏ clue ❏ context ❏ re-read ❏ decode ● Understand that meaning can also be derived from using pictures, graphics, and illustrations. ● Understand that students can infer the meaning of words using pictures, graphics, and illustrations as well as text. Question Stems ❏ What can you do when you get to word you don’t know? ❏ Is this a word/phrase you know, have heard? ❏ What can you do when you get to an unknown word? ❏ What can you do to help yourself? ❏ Look at the picture, graphic, illustration; is there something there to help you figure out what the word is? ❏ Re-read the sentence, do the other words help you understand? RI K.4: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (See grade K Language Standards 4-6 for additional expectations.) RI 2.4: Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area.(See grade 2 Language Standards 4-6 for additional expectations.) Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RI 1.5 Standard: 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. Anchor: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Question ❏ Identify the front cover, back cover, and title page of a book. Essential Skills ❑ Identify headings and their purposes ❑ Identify and use table of contents to locate facts ❑ Identify and use glossary to locate facts ❑ Understand computer icons and menus to locate information Vocabulary Key Strategies ● Students are able to identify and use various text features. ● Students demonstrate an understanding of text features. ● Students are able to locate key facts or information in a text. ● Students are able to synthesize information using features and text. ● Students will locate information on a computer using icons and menus. ❏ identify ❏ different ❏ parts ❏ explain ❏ meaning ❏ table of contents ❏ glossary ❏ headings Question Stems ❏ Can you identify the different parts of this book? ❏ Can you explain how the different parts are used? ❏ If you wanted to find the meaning of a word in this book where would you look? ❏ Look in the table of contents and find the page number for _? ? RI K.5: Identify the front cover, back cover, and title page of a book. RI 2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RI 1.6 Standard Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Anchor: Assess how point of view or purpose shapes the content and style of a text. Essential Question ❏ How do images and words provide information? Essential Skills ❑ Analyze how the illustration presents information and ideas ❑ Analyze how the words present information and ideas ❑ Understand the role of an illustrator ❑ Understand the role of an author Vocabulary Key Strategies ● Use illustrations/photographs and text to read closely and critically. ● Distinguish between illustrations and photographs. ● Distinguish between the roles of the illustrator/photographer and the author. ● Distinguish between information coming from the illustrations/photographs and the text. ❏ author ❏ illustration ❏ illustrator ❏ distinguish Question Stems ❏ What does the author do? ❏ What does the illustration do? ❏ Do you think they would work together on a book? ❏ Why would a book need an illustrator and an author? ❏ What do the illustrations tell us about the words? ❏ What do the words tell us about the illustrations? RI K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI 2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RI 1.9 Standard: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Anchor: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question ❏ How can two texts be the same or different? Essential Skills ❑ Understand the two texts on the same topic ❑ Identify the similarities in the two texts ❑ Identify the differences between the two texts Vocabulary Key Strategies ● Teacher models identifying the similarities between two texts. ● Teacher models identifying the differences between two texts. ● Teacher models using illustrations, descriptions, or procedures to identify similarities and differences in a text ❏ illustration ❏ similarities ❏ differences ❏ text Question Stems ❏ What can we learn from this text? ❏ We read two books, what is different about them? What is the same? ❏ Can you fill in the Thinking Map showing the similarities and differences of the two texts? ❏ Do both books have illustrations? How were they used in both books? ❏ What did the illustrations in the books tell you? RI K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI 2.9: Compare and contrast the most important points presented by two texts on the same topic. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RI 1.10 Standard: With prompting and support, read informational texts appropriately complex for grade 1. Anchor: Read and comprehend complex literary and informational texts independently and proficiently. Essential Question ❏ What strategies do I use to become an independent reader? Essential Skills ❑ Work in groups ❑ Read with a purpose ❑ Understand what is read individually ❑ Understand what is read by others ❑ Contribute to the group (help understand what is being read) Vocabulary Key Strategies ● Establish literature circle with two to four students reading the same text, posing their questions, discussing in the group, and sharing their ideas with the group- processing with peers will support students in reading more difficult texts, allowing them to expand their vocabulary and improve comprehension. ● Students can turn and talk about an appropriately complex nonfiction text (with prompting and support). ● Students can have a purposeful discussion of information learned from an appropriately complex nonfiction text (with prompting and support). ● Students are able to make a meaningful contribution to a group (with prompting and support). ● Students are able to retell what has been read individually and by others (with prompting and support). ● Students are able to synthesize what has been read and discussed to understand complex text (with prompting and support). ❏ partner ❏ purpose ❏ individual ❏ contribute Question Stems ❏ Talk to your partner about _ . ❏ Help your partner. . . . . ❏ Everyone needs to take a turn talking about what is happening on the page in the book. ❏ What do you think will happen next? ❏ What clues gave you that idea? ❏ What does your partner think? RI K.10: Actively engage in group reading activities with purpose and understanding. a. Activate prior knowledge related to the information and events on texts. b. Use illustrations and context to make predictions about text. RI 2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RF 1.1 Standard: Demonstrate understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Anchor: Anchor standards do not exist for RF standards Essential Question ❏ How do sentences help me read? Essential Skills ❑ Know that sentences begin with a capital letter ❑ Know that a sentence conveys a complete thought ❑ Know that sentences need ending punctuation o question ? o period . o exclamation ! Vocabulary Key Strategies ● Follow words from left to right and from top to bottom on the printed page. ● Recognize that sentences in print are made up of separate words. ● Understand the concept of sentence (as a group of words with ending punctuation) ● Understand the concept of letter and word (as a single character or a group of letters). ● Use left to right directionality of print in reading and writing. ● Use spaces between words when writing. ● Match one spoken to one written word while reading and writing. ● Demonstrate knowledge of the use of upper• and lowercase letters of the alphabet. ● Use periods, exclamation points, and question marks as ending marks. ● Notice the use of punctuation marks in books and try them out in own writing. ● Read one’s writing and think where punctuation would go. ❏ organization ❏ word ❏ sentence ❏ names ❏ beginning ❏ ending ❏ punctuation ❏ capitalization ❏ question mark ❏ period ❏ exclamation mark Question Stems ❏ Show me where to begin reading. ❏ Distinguish UC from LC letters ❏ Identify basic punctuation period, quest ❏ Basic capitalization (First Letter of Sentence, Proper Nouns) ❏ Know that print contains message ❏ Know that illustrations add detail ❏ Did you start the sentence with a capital? ❏ How should you start that sentence? ❏ Does your sentence tell who did what? ❏ How should your sentence end? ❏ Do you need something at the end of your sentences? RF K.1: Follow words from left to right, top to bottom, and page by page RF 2.1: N/A Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 RF 1.4 Standard: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, re-reading as necessary. Anchor: N/A Essential Question Essential Skills ❑ Bank of known sight words. ❑ Understand meaning is contained in text. ❑ Early self-monitoring/correcting behaviors ❑ Use re-reading as a strategy to help understand text Vocabulary Key Strategies ● Recognize a core of high •frequency words as signposts in continuous texts ● Reflect meaning with the voice through pause, stress, and phrasing. ● Show interpretation of character’s intentions or feelings in the voice while reading. ● Use multiple sources of information (language structure, meaning, fast word recognition) to support fluency and phrasing. ● Quickly and automatically solve most words in the text in a way that support fluency. ● Demonstrate competent, active word solving while reading at a good pace – less overt problem solving. ● Reread to solve words or think about ideas and resume good rate of reading. ❏ fluency ❏ accuracy ❏ expression ❏ recognition ❏ comprehension ❏ reread ❏ punctuation ❏ period ❏ comma Question Stems ❏ What can you do when you get to a word or part you don’t know? ❏ How can you help yourself? Correct ❏ Can you get your mouth ready for the first sound….,, stretch the sounds. ❏ Reread the sentence again, make it sound like talking. ❏ Reread the story from the beginning. ❏ What is this book about? ❏ What helps you know what it is about? ❏ What do we do with our voice when we reach a period, comma? RF K.4: Read emergent-reader texts with purpose and understanding. RF 2.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, re-reading as necessary. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 W 1.1 Standard: Write opinion pieces that introduce a topic or name the book being written about, express an opinion, supply a reason for the opinion, and provide some sense of closure. Anchor: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Essential Questions ❏ How do writers express an opinion? ❏ How can I use reasons to support my opinion? Essential Skills ❏ Understand the concept of having an opinion ❏ Identify a favorite book or story ❏ To express orally an opinion such as like or dislike of a chosen book or story. Support that opinion with a reason. ❏ Write a brief opinion piece about a book or story. Provide a reason for that opinion. ❏ Provide enough detail to bring the written piece to a reasonable closure. ❏ Identify a topic for their writing. Vocabulary Key Strategies ● Define/explain an opinion ● Give examples of an opinion ● Have students demonstrate their understanding of an opinion ● How did the student arrive at his/her opinion? ● What reasons support the opinion? ● Teach how to write a topic sentence ● Define/explain closure ● Demonstrate writing a concluding sentence ● Discuss identifying a topic for an opinion piece ❏ Opinion ❏ reasons ❏ topic ❏ details ❏ title ❏ ask and answer Question Stems ❏ What did you like best? ❏ Name your favorite book or story ❏ Why did you choose this book or story? ❏ What did you like best? ❏ What are you going to write about? Why? ❏ Tell me two things you like about _ . ❏ Write about include the reasons you chose this topic. ❏ How will you end your writing? W K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is.. . . . ). W 2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also), to connect opinion and reasons, and provide a concluding statement or section. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 W 1.2 Standard: Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure. Anchor: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Essential Question ❏ How can I use facts to write an informational piece? Essential Skills ❏ Ability to write complete sentences ❏ Ability to retell orally a familiar event or experience noting details ❏ Ability to identify facts within a text ❏ Ability to select a topic of interest to write about ❏ Ability to tell what they are writing about ❏ Ability to organize their ideas so they can be written logically. Vocabulary Key Strategies ● Explain/define informative/explanatory text ● Discuss identifying a topic for an informative/explanatory text ● What is a sentence? ● Teach how to write a topic sentence. Explain/define closure. ● Demonstrate writing a concluding sentence ❏ information ❏ facts ❏ explanation ❏ write ❏ details Question Stems ❏ Chose a topic to write about. ❏ Decide what information you will write about. ❏ How will you organize your ideas? ❏ What is your topic sentence? ❏ What details do you have to support your topic? ❏ Where will you get your information? W K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W 2.2: Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 W 1.6 Standard: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Anchor: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Essential Question ❏ How can technology be used as a tool to write, publish, and/or collaborate? Essential Skills ❑ Understand how to use a computer ❑ With guidance know how to use PowerPoint ❑ Understand how to print ❑ Know how to use the computer toolbar ❑ Know how to use a mouse ❑ Understand how to save materials ❑ Work collaborative with a partner Vocabulary Key Strategies ● Have students use a computer keyboarding program. ● Teach students publishing tools (e.g. Word, PowerPoint etc.). ● Teach students how to use the toolbar, printer, mouse etc. ● Provide a list of safe sites for students ● Teach students to work collaboratively. ❏ Cooperate ❏ computer ❏ keyboard ❏ monitor/screen ❏ information Question Stems ❏ Can you turn on your computer? ❏ Do you know how to save information? ❏ Would you rather present your information using PowerPoint? ❏ Where will you look for information? ❏ Did you find a site that was most helpful? ❏ What information are you looking for? W K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W 2.1: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 W 1.7 Standard: 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). Anchor: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Essential Question ❏ How can I contribute to a shared research project? Essential Skills ❑ Write simple sentences ❑ Understanding of informational texts structure ❑ Locate information within text ❑ Identify sequence in how to guide ❑ Information ❑ Facts ❑ Explanation Vocabulary Key Strategies ● Define/distinguish between fact / fiction ● Define/explain research ● Teach informational text structure ● Teach/show sequence in a “how to” guide ● Teach how to write a sentence ● Teach writing using transitional words first, second, third, etc. ● Demonstrate writing a concluding sentence ❏ research ❏ directions ❏ sequence ❏ instruction ❏ fact ❏ fiction Question Stems ❏ Who is the author of the book you read? ❏ Was this book fact or fiction? ❏ How do you know if it is fact or fiction? ❏ What do you do first, second, third, etc? ❏ Locate in the text. W K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W 2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 W 1.8 Standard: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Anchor: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Essential Question ❏ How can I gather information to answer a question? Essential Skills ❑ Retell / recall key details ❑ Describe personal experiences ❑ Locate information within text ❑ Know that information can come from different sources, (e.g., books, digital, print) Vocabulary Key Strategies ● Teach how to use sources to answer a question ● Teach how to locate information in a text ● Teach how to retell/recall key details ● Teach how to retell/recall personal experiences succinctly ● Show and describe different sources (books, digital, print) ❏ collect ❏ gather ❏ select ❏ recall ❏ information ❏ retell ❏ describe ❏ sources ❏ encyclopedia ❏ non-fiction ❏ expository ❏ magazine ❏ article Question Stems ❏ Can you tell me what happened? ❏ Can you give me information using who, what, when, why, and where ❏ What sources did you use to find information? ❏ Can you recall the main event idea? ❏ Can you retell the main event idea? ❏ Describe why this event or person is important? ❏ How will you rewrite this information in your own words? W K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W 2.8: Recall information from experiences or gather information from provided sources to answer a question. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 SL 1.3 Standard: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Anchor: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Essential Question ❏ What kinds of questions should I ask during a presentation to increase my understanding? Essential Skills ❑ Understand what is being said ❑ Ask important questions ❑ Answer important questions ❑ Ask for more information ❑ Know how to organize information ❑ Know how to ask questions when meaning is lost Vocabulary Key Strategies ● Demonstrate how to ask and answer questions about information gathered after someone speaks. ● Demonstrate how to ask clarifying questions about information gathered after someone speaks. ● Provide opportunities for students to ask and answer questions in order to gather more information. ● Provide opportunities for students to ask clarifying questions for information that is not understood. ❏ speaker ❏ important ❏ understand ❏ information ❏ detail ❏ describe Question Stems ❏ What did the speaker say? ❏ What was the most important part that you heard? ❏ What would you say if you didn’t understand the speaker? ❏ What would be one question that you could so you could find out more information ❏ What was the most important detail? ❏ I didn’t understand, can you say it again? ❏ Can you tell me more about it so I can understand better? SL K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL 2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 SL 1.4 Standard: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. a. Memorize and recite poems, rhymes, and songs with expression. Anchor: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Essential Question ❏ Why is it important to describe people, places, things, and events with details? Essential Skills ❑ Understand the event ❑ Understand that a place can be a building, city, space, or location ❑ Know and use sensory words ❑ Know and use positional words ❑ Know and use multiple descriptive words Vocabulary Key Strategies ● Model how to describe people, things, events and details expressing feelings and own ideas. ● Provide opportunities to for students to clearly describe ideas and feelings about people, places, and events. ❏ details ❏ character ❏ person ❏ people ❏ things ❏ place ❏ happen ❏ describe Question Stems ❏ Where did the event take place? ❏ Why was this location important to the story? ❏ Describe the location to your partner ❏ Describe the characters to your partner ❏ Can you tell why you liked the story? ❏ Give details to support your answer. ❏ What did the person/place look like? ❏ Where and when did the event happen? ❏ Did you tell how you felt when you saw... ❏ Which poem will you and/or your group be working on to learn? ❏ Today we are going to learn a new (song, poem, rhyme). ❏ Can you say more about your idea/feelings? SL K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL 2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. a. Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, reflects a logical sequence, and provides a conclusion. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 SL 1.5 Standard: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Anchor: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Essential Question ❏ How can visuals enhance a presentation? Essential Skills ❑ Choose a topic to speak about ❑ Be able to describe and use adjectives ❑ Use a picture or a media presentation ❑ Use magazine pictures or clip art to mark posters to support what they are saying ❑ Understand that charts, graph or illustrations help increase understanding Vocabulary Key Strategies ● Demonstrate how to add visuals and drawings to clarify thoughts, feelings and ideas. ● Provide opportunities for students to use visuals and drawings to help clarify ideas, thoughts and feelings. ❏ voice ❏ topic ❏ speaking ❏ illustration ❏ clarify ❏ express ❏ ideas ❏ feelings ❏ description ❏ clarify ❏ thoughts Question Stems ❏ What topic will you be speaking about today? ❏ Can you find or make an illustration that will help clarify your topic? ❏ What will you use to help your presentation? ❏ Can you add more information that will help clarify your ideas? ❏ How will you organize your speech? ❏ What descriptive words can you use to help your presentation be more informative and interesting? SL K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail SL 2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 L 1.2 Standard: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Anchor: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Essential Questions ❏ Why are conventions important when writing? ❏ How does using appropriate capitalization, punctuation, and spelling help my writing? Essential Skills ❑ Identify period, question mark, and exclamation mark ❑ Know when to use a period, question mark, and exclamation mark ❑ Know that the first word in sentences, proper names, days of the week and months are capitalized. ❑ Know that a comma separates the date from the year ❑ Understand letter patterns and their sounds Vocabulary Key Strategies ● Model using a period, question mark, exclamation mark, and commas. ● Model capitalizing dates and names of people. ● Model using spelling patterns. ● Model saying words to break them into syllables to spell them. ● Model saying words slowly to hear a sound and write a letter that represents it. ● Teach and reteach spelling high frequency words. ● Students will use a period, question mark, and exclamation mark and comma correctly. ● Students will capitalize dates and names of people. ● Students will use spelling patterns to spell words ● Students will break words into syllables to spell them. ● Students will say words slowly to hear a sound and write a letter that represents it ❏ sentence ❏ period ❏ question mark ❏ exclamation mark ❏ date ❏ correctly ❏ capitalize ❏ punctuate Question Stems ❏ Can you write a sentence using a period? A question mark? An exclamation mark? ❏ Write today’s date correctly ❏ Did you remember to capitalize and punctuate your sentence? ❏ Go through and check your work for spelling. Can you sound out words that are difficult and correct them? L K.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound letter relationships. L 2.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage→badge; boy → boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 L 1.4 Standard: 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). Anchor: Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Essential Question ❏ What strategies can help me determine the meaning of unknown words? Essential Skills ❑ Understand and know many common words ❑ Understand that some words have other meanings ❑ Use context and /or pictures to help determine a new meaning for a known word ❑ Know affixes to understand Vocabulary Key Strategies ● Model using context clues to determine the meaning of a word or phrase. ● Model using a picture to determine the meaning of a word or phrase. ● Model using prefixes and suffixes. ● Model identifying root words and how they are changed. ● Model using multiple meaning words. ● Model using inflectional endings (s, es, ed, er, est, ing). ● Students will demonstrate model using context clues to determine the meaning of a word or phrase. ● Students will model using prefixes and suffixes to determine the meaning is a word. ● Students will identify and use root words and how they are changed. ● Students will identify and use multiple meaning words. ● Students will use inflectional endings (s,es, ed, er,est, ing). ❏ picture ❏ understand ❏ meaning ❏ prefix ❏ suffix Question Stems ❏ Can you look at the picture, or the words around the word you don’t know, to understand its meaning? ❏ Does this word have a prefix or suffix? ❏ How does the prefix or suffix change the meaning of the word? ❏ Can you use a word with a prefix or suffix in a sentence? L K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, - s, re-, un- pre-, -ful,-less) as a clue to the meaning of an unknown word. L 2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases in all content areas. Ohio’s Learning Standards – Clear Learning Targets – ELA, Grade 1 Groveport Madison Local Schools Department of Curriculum and Instruction 2017 L 1.5 Standard: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 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). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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. Anchor: Demonstrate understanding of, word relationships and nuances in word meanings. Essential Question ❏ How do I recognize word patterns? Essential Skills ❑ Understand parts of speech ❑ Distinguish between nouns, verbs, adjectives ❑ Understand synonyms and antonyms ❑ Understand shades of meaning for appropriate usage ❑ Understand the relationship between groups of words ❑ Sort words into categories Vocabulary Key Strategies ● Model sorting words into categories. ● Model a word by defining its category and key attributes. ● Model real life connections between a word and its use (e.g., note places at home that are cozy). ● Model the shades of meaning of a verb or adjective. ● Students will sort words into categories. ● Students will define a word by defining its category and key attributes. ● Students will use real •life connections between a word and its use (e.g., note places at home that are cozy). ● Students will demonstrate the shades of meaning of a verb (look, peek, glance, stare, glare scowl) or adjective (large or gigantic). ❏ Synonym ❏ antonym ❏ powerful ❏ partner ❏ group ❏ explanation Question Stems ❏ Can you write a synonym for ? ❏ Can you write an antonym for _ ? ❏ Looking at these five words synonyms, write them from the least powerful to the most powerful. ❏ Can you and your partner sort these words into groups? ❏ Can you give me an explanation of why you grouped your words in this way? L K.5: With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L 2.5: Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).