| Code |
Description |
| LAFS.1.L.1.1: | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
e. 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).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. |
| LAFS.1.L.1.2: | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Capitalize dates and names of people.
- Use end punctuation for sentences.
- Use commas in dates and to separate single words in a series.
- Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
- Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
|
This cluster includes the following access points.
| Access Point Number |
Access Point Title |
| LAFS.1.L.1.AP.1a: | Use frequently occurring nouns in speaking or writing. |
| LAFS.1.L.1.AP.1b: | Print upper- and lowercase letters. |
| LAFS.1.L.1.AP.1c: | Use personal, possessive and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) in writing or speaking. |
| LAFS.1.L.1.AP.1d: | Use frequently occurring adjectives in speaking or writing. |
| LAFS.1.L.1.AP.1e: | Use singular and plural nouns with matching verbs in basic sentences when speaking or writing. |
| LAFS.1.L.1.AP.1f: | Use verbs to convey a sense of past, present or future in writing or speaking. |
| LAFS.1.L.1.AP.1g: | Use frequently occurring prepositions (e.g., on, in) in speaking or writing. |
| LAFS.1.L.1.AP.1h: | Use frequently occurring conjunctions (e.g., and, but, or, so, because) in writing or speaking. |
| LAFS.1.L.1.AP.1i: | Produce and expand complete simple and compound declarative, interrogative, imperative and exclamatory sentences in response to prompts. |
| LAFS.1.L.1.AP.2a: | Use end punctuation for sentences. |
| LAFS.1.L.1.AP.2b: | Use capitalization of first word in sentence, pronoun “I,” dates and names of people. |
| LAFS.1.L.1.AP.2c: | Use conventional spelling for words with common spelling patterns. |
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| The Difference Between Fact and Opinion: | Using the book Diary of a Worm by Doreen Cronin, students will explain facts and opinions about worms from the text. Students will decide if information from the text is a fact or opinion and write a factual statement about worms from the text. |
| Squeaky Clean: | Students will learn that personal hygiene is needed for overall health. Students will investigate different types of hand cleansers and cleaners in order to find the best solution to keeping germs at bay. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Pizza Party Planners: | In the story Curious George and the Pizza Party (by Rey, H.A., and Margret Rey), Curious George attends a pizza party for a friend. Now the man with the yellow hat wants to plan his own pizza party for Curious George, but he needs the students' help. Help the man with the yellow hat use the data about the different pizza companies in his area to rank the options from best to worst, considering the toppings offered, crust options, prices, and customer satisfaction ratings. Then the students will use the special promotions from each pizza company and their math skills to figure out which pizza place offers the best deals. Each team of students will write letters to the man with the yellow hat explaining how they ranked the companies and why they chose their rankings to help him choose the best pizza for George's party. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Arthur's Perfect Pet: | In the story Arthur's Pet Business, Arthur shows his parents that he is responsible enough to deserve a pet dog and his mom gives him permission to get one. However, Arthur needs your help choosing the perfect dog. Help Arthur meet all the requirements needed to find the perfect pet for his family from the research he shares with you about the breeds they are considering, taking into consideration size, shedding, barking, friendliness, etc. Then write a justification to describe why you chose the perfect pet for Arthur and his family. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Visiting Animals and Plants: | Students will use data in the form of bar graphs and tables to determine a procedure for ranking zoos for a field trip. In the “twist” students will have to consider the cost for students using addition and subtraction of dollar amounts.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Cause and Effect: Practicing the Skill with Picture Books: | In this lesson, students will listen to picture books and then use a graphic organizer to explain the cause-and-effect relationships in the picture books. Students will create their own storybook using cause-and-effect relationships. |
| Seaweed Science: | This lesson allows students to begin learning the scientific process of prediction using seaweed. The students will be engaged in a hands-on investigation and will find out that many products they currently eat contain seaweed. |
| "Handy" Constellations: | This lesson allows students to explore constellations, starting with Gemini. Students will learn about constellations and learn that there are more stars in the sky than anyone can easily count. Students will create a constellation of their own using the outline of their hand. At the end of the lesson, the students will understand that constellations can be viewed differently by others. A worksheet will be completed as a summative assessment.
This is part two of a two-part lesson series. Each lesson can be done independently. |
| A Piece of Cake: | In this lesson, students will present their opinion through drawing, writing and speaking. Students will enjoy discussing their favorite animals, pizza and cake. Students will learn about self-expression and the different ways to present their opinion. |
| Arthur's Directorial Debut: A Thanksgiving MEA: | In the story Arthur's Thanksgiving, Arthur is chosen to direct the school's Thanksgiving play, but he has a hard time deciding who should play each part. In this MEA, the students will work in teams to help Arthur choose the perfect person for each part in the play. Then the students will write a letter to Arthur explaining their casting decisions and their decision making process. During the lesson, students will also have to reconsider their casting decisions and help Arthur solve the problem in the story when no one wants to dress up as the most important part in the play, the turkey! |
| Make Your Mark with the Mice: | In this lesson, students will be engaged with the story The City Mouse and the Country Mouse and see what happens when the mice visit each other’s homes. Students will take part in a discussion about the characters, setting, and the major events of the story. They will be asked to take the perspective of the City Mouse and write a letter of complaint about how visiting the countryside was just not a good thing to do. There are also several opportunities in these lessons for students to practice grade appropriate conventions of writing including ending punctuation and capitalization. |
| Name |
Description |
| Vocabulary: Choose and Chat: | In this activity, students will use adjectives to describe and identify objects. |
| Vocabulary: About Me: | In this activity, students will complete a sentence using descriptive words (adjectives). |
| Advanced Phonics: Double Time: | In this activity, students will write corresponding spelling patterns for long vowels in multisyllabic words. As an extension activity, students will write the correct vowel for the schwa sound. |
| Advanced Phonics: The Write Word: | In this activity, students will produce words with different spelling patterns while playing a game. |
| Advanced Phonics: Word-O-Matic: | In this activity, students will make words using letter cards containing digraphs, silent letter combinations, vowel teams, and vowel diphthongs. |
| Phonics: Word Plus: | In this activity, students will identify and write individual words in compound words. |
| Phonics: Say and Spell: | In this activity, students will read and spell high frequency words. |
| Phonics: Map-A-Word: | In this activity, students will orally segment phonemes in words and write the corresponding letters in Elkonin boxes. |
| Fluency: Hungry Letter Mouse: | In this activity, students will quickly write and name the letters of the alphabet. In an extension activity, students will say the sound for each letter. |
| Phonics: Say and Write Letters: | In this activity, students will orally segment words represented by picture cards and write the corresponding letters on spaces in Elkonin boxes. |
| Phonics: A Digraph A Word: | In this activity, students will segment names of pictures into phonemes and use letter tiles to spell each word. |
| Phonics: Make-A-Word: | In this activity, students will segment names of pictures into phonemes and use letters to make each word. |
| Phonics: How Many Words?: | In this activity, students will make words using letter tiles containing digraphs and vowel pairs. |
| Comprehension: Build a Sentence: | In this activity, students will make sentences using selected words. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
