SBS:Literacy Level 01 v4

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Literacy Level 01 Capacity Matrices

Literacy Level 01 Vocabulary

Literacy Level 01 High Use Spelling Words

Resources aligned to the old Literacy Level 03 v3 which addresses content in the new Literacy Level 01 v4

  • Science Level 01 Unit - Created by Danieal Longanetti and Elizabeth Paulson. The Science Level 01 Life Science Unit integrates Literacy Level 03 and Math Level 01 Learning Targets.

Contents

Oral Expression and Listening

Measurement Topic: LI.01.111 Multiple strategies develop and expand oral vocabulary Capacity Matrix LI.01.111

LI.01.111.01.04 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CAS: 1.1.1.a) (CCSS: SL.1.4)

LI.01.111.02.04 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (CAS: 1.1.1.b) (CCSS: SL.1.)

LI.01.111.03.04 Produce complete sentences when appropriate to task and situation. (CAS: 1.1.1.c) (CCSS: SL.1.6)

LI.01.111.04.04 Give and follow simple two-step directions. (CAS: 1.1.1.d)

Measurement Topic: LI.01.112 Verbal and nonverbal language is used to express and receive information Capacity Matrix LI.01.112

LI.01.112.01.04 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). (CAS: 1.1.2.a.i) (CCSS: SL.1.1a)

LI.01.112.03.04 Ask questions to clear up any confusion about the topics and texts under discussion. (CAS: 1.1.2.a.iii) (CCSS: SL.1.1c)

LI.01.112.04.04 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (CAS: 1.1.2.b) (CCSS: SL.1.2)

LI.01.112.05.04 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (CAS: 1.1.2.c) (CCSS: SL.1.3)

Measurement Topic: LI.01.113 Identifying and manipulating phonemes in spoken words allow people to understand the meaning of speech Capacity Matrix LI.01.113

LI.01.113.01.04 Distinguish long from short vowel sounds in spoken single-syllable words. (CAS: 1.1.3.a.i) (CCSS: RF.1.2a)

LI.01.113.02.04 Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (CAS: 1.1.3.a.ii) (CCSS: RF.1.2b)

LI.01.113.03.04 Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (CAS: 1.1.3.a.iii) (CCSS: RF.1.2c)

LI.01.113.04.04 Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (CAS: 1.1.3.a.iv) (CCSS: RF.1.2d)

Reading for All Purposes

Measurement Topic: LI.01.121 Comprehending and fluently reading a variety of literary texts are the beginning traits of readers Capacity Matrix LI.01.121

LI.01.121.01.04 Ask and answer questions about key details in a text. (CAS: 1.2.1.a.i) (CCSS: RL.1.1)

LI.01.121.02.04 Retell stories, including key details, and demonstrate understanding of their central message or lesson. (CAS: 1.2.1.a.ii) (CCSS: RL.1.2)

LI.01.121.03.04 Describe characters, settings, and major events in a story, using key details. (CAS: 1.2.1.a.iii) (CCSS: RL.1.3)

LI.01.121.04.04 Make predictions about what will happen in the text and explain whether they were confirmed or not and why (CAS: 1.2.1.a.iv)

LI.01.121.06.04 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (CAS: 1.2.1.b.ii) (CCSS: RL.1.5)

LI.01.121.07.04 Identify who is telling the story at various points in a text. (CAS: 1.2.1.b.iii) (CCSS: RL.1.6)

LI.01.121.08.04 Follow and replicate patterns in predictable poems. (CAS: 1.2.1.b.iv)

LI.01.121.09.04 Use illustrations and details in a story to describe its characters, setting, or events. (CAS: 1.2.1.c.i) (CCSS: RL.1.7)

LI.01.121.10.04 Compare and contrast the adventures and experiences of characters in stories. (CAS: 1.2.1.c.ii) (CCSS: RL.1.9)

LI.01.121.11.04 With prompting and support, read prose and poetry of appropriate complexity for grade 1. (CAS: 1.2.1.d.i) (CCSS: RL.1.10)

LI.01.121.12.04 Read grade-level text with purpose and understanding. (CAS: 1.2.1.e.i) (CCSS: RF.1.4a)

LI.01.121.13.04 Read grade-level text orally with accuracy, appropriate rate, and expression. (CAS: 1.2.1.e.ii) (CCSS: RF.1.4b)

LI.01.121.14.04 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CAS: 1.2.1.e.iii) (CCSS: RF.1.4c)

Measurement Topic: LI.01.122 Comprehending and fluently reading a variety of informational texts are the beginning traits of readers Capacity Matrix LI.01.122

LI.01.122.02.04 Identify the main topic and retell key details of a text. (CAS: 1.2.2.a.ii) (CCSS: RI.1.2)

LI.01.122.03.04 Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CAS: 1.2.2.a.iii) (CCSS: RI.1.3)

LI.01.122.04.04 Activate schema and background knowledge to construct meaning (CAS: 1.2.2.a.iv)

LI.01.122.05.04 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CAS: 1.2.2.b.i) (CCSS: RI.1.4)

LI.01.122.06.04 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. (CAS: 1.2.2.b.ii) (CCSS: RI.1.5)

LI.01.122.07.04 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CAS: 1.2.2.b.iii) (CCSS: RI.1.6)

LI.01.122.08.04 Use the illustrations and details in a text to describe its key ideas. (CAS: 1.2.2.c.i) (CCSS: RI.1.7)

LI.01.122.09.04 Identify the reasons an author gives to support points in a text. (CAS: 1.2.2.c.ii) (CCSS: RI.1.8)

LI.01.122.10.04 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CAS: 1.2.2.c.iii) (CCSS: RI.1.9)

LI.01.122.11.04 With prompting and support, read informational texts appropriately complex for grade 1. (CAS: 1.2.2.d.i) (CCSS: RI.1.10)

Measurement Topic: LI.01.123 Decoding words require the application of alphabetic principles, letter sounds, and letter combinations Capacity Matrix LI.01.123

LI.01.123.01.04 Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). (CAS: 1.2.3.a.i) (CCSS: RF.1.3a)

LI.01.123.02.04 Decode regularly spelled one-syllable words. (CAS: 1.2.3.a.ii) (CCSS: RF.1.3b)

LI.01.123.03.04 Know final -e and common vowel team conventions for representing long vowel sounds. (CAS: 1.2.3.a.iii) (CCSS: RF.1.3c)

LI.01.123.04.04 Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (CAS: 1.2.3.a.iv) (CCSS: RF.1.3d)

LI.01.123.05.04 Decode two-syllable words following basic patterns by breaking the words into syllables. (CAS: 1.2.3.a.v) (CCSS: RF.1.3e)

LI.01.123.06.04 Read words with inflectional endings. (CAS: 1.2.3.a.vi) (CCSS: RF.1.3f)

LI.01.123.08.04 Use onsets and rimes to create new words (ip to make dip, lip, slip, ship) (CAS: 1.2.3.a.viii)

LI.01.123.09.04 Accurately decode unknown words that follow a predictable letter/sound relationship (CAS: 1.2.3.a.ix)

Measurement Topic: LI.01.124 Understanding word structure, word relationships, and word families needs to be demonstrated to begin to read Capacity Matrix LI.01.124

LI.01.124.01.04 Use sentence-level context as a clue to the meaning of a word or phrase. (CAS: 1.2.4.a.i) (CCSS: L.1.4a)

LI.01.124.02.04 Use frequently occurring affixes as a clue to the meaning of a word. (CAS: 1.2.4.a.ii) (CCSS: L.1.4b)

LI.01.124.03.04 Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). (CAS: 1.2.4.a.iii) (CCSS: L.1.4c)

LI.01.124.04.04 Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (CAS: 1.2.4.b.i) (CCSS: L.1.5a)

LI.01.124.07.04 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. (CAS: 1.2.4.b.iv) (CCSS: L.1.5d)

LI.01.124.09.04 Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). (CAS: 1.2.4.d.i) (CCSS: RF.1.1a)

LI.01.124.10.04 Create new words by combining base words with affixes to connect known words to new words (CAS: 1.2.4.d.ii)

LI.01.124.11.04 Identify and understand compound words (CAS: 1.2.d.iii)

Writing and Composition

Measurement Topic: LI.01.131 Exploring the writing process develops ideas for writing texts that carry meaning Capacity Matrix LI.01.131

LI.01.131.01.04 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. (CAS: 1.3.1.a) (CCSS: W.1.1)

LI.01.131.02.04 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (CAS: 1.3.1.b) (CCSS: W.1.2)

LI.01.131.03.04 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. (CAS: 1.3.1.c) (CCSS: W.1.3)

LI.01.131.04.04 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. (CAS: 1.3.1.d) (CCSS: W.1.5)

LI.01.131.05.04 Use pictures or graphic organizers to plan writing (CAS: 1.3.1.e)

Measurement Topic: LI.01.132 Appropriate spelling, conventions, and grammar are applied when writing Capacity Matrix LI.01.132

LI.01.132.01.04 Print all upper- and lowercase letters. (CAS: 1.3.2.a.i) (CCSS: L.1.1a)

LI.01.132.02.04 Use common, proper, and possessive nouns. (CAS: 1.3.2.a.ii) (CCSS: L.1.1b)

LI.01.132.03.04 Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (CAS: 1.3.2.a.iii) (CCSS: L.1.1c)

LI.01.132.04.04 Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (CAS: 1.3.2.a.iv) (CCSS: L.1.1d)

LI.01.132.05.04 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). (CAS: 1.3.2.a.v) (CCSS: L.1.1e)

LI.01.132.09.04 Use frequently occurring prepositions (e.g., during, beyond, toward). (CAS: 1.3.2.a.ix) (CCSS: L.1.1i)

LI.01.132.10.04 Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (CAS: 1.3.2.a.x) (CCSS: L.1.1j)

LI.01.132.11.04 Write complete simple sentences. (CAS: 1.3.2.b.i)

LI.01.132.12.04 Capitalize dates and names of people. (CAS: 1.3.2.b.ii) (CCSS: L.1.2a)

LI.01.132.13.04 Use end punctuation for sentences. (CAS: 1.3.2.b.iii) (CCSS: L.1.2b)

LI.01.132.14.04 Use commas in dates and to separate single words in a series. (CAS: 1.3.2.b.iv) (CCSS: L.1.2c)

LI.01.132.15.04 Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (CAS: 1.3.2.b.v) (CCSS: L.1.2d)

LI.01.132.16.04 Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CAS: 1.3.2.b.vi) (CCSS: L.1.2e)

Research and Reasoning

Measurement Topic: LI.01.141 A variety of resources leads to locating information and answering questions of interest Capacity Matrix LI.01.141

LI.01.141.01.04 Write or dictate questions for inquiry that arise during instruction (CAS: 1.4.1.a)

LI.01.141.02.04 With peers, use a variety of resources (direct observation, trade books, texts read aloud or viewed) to answer questions of interest through guided inquiry (CAS: 1.4.1.b)

LI.01.141.03.04 Use text features (titles, illustrations, headings, bold type) to locate, interpret, and use information (CAS: 1.4.1.c)

Measurement Topic: LI.01.142 Purpose, information, and questions about an issue are essential steps in early research