1st grade
language
Standards
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Essential Questions
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CC.1.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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Print all lower- and uppercase letters
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CC.1.L.1.a Conventions of Standard English: Print all upper- and lowercase letters.
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Print all lower- and uppercase letters
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CC.1.L.1.b Conventions of Standard English: Use common, proper, and possessive nouns.
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Why is the use of correct noun form important for clear communication? How does it make a message most clear?
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CC.1.L.1.c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
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Why is using subject (naming part) -verb (telling part) agreement in sentences important to clear communication?
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CC.1.L.1.d Conventions of Standard English: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
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How do you use pronouns?
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CC.1.L.1.e Conventions of Standard English: 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).
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How do you use verbs to write about past, present, and future events?
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CC.1.L.1.f Conventions of Standard English: Use frequently occurring adjectives.
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How do you use adjectives?
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CC.1.L.1.g Conventions of Standard English: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
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How do you use linking words (and, but, too) to expand your thoughts?
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CC.1.L.1.h Conventions of Standard English: Use determiners (e.g., articles, demonstratives).
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How does using a determiner (the, a, this, that) help tell about a noun?
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CC.1.L.1.i Conventions of Standard English: Use frequently occurring prepositions (e.g., during, beyond, toward).
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How can you use preposition words to tell how things are related to each other?
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CC.1.L.1.j Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
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How can you write different kinds of sentences?
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CC.1.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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How can you write different kinds of sentences?
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CC.1.L.2.a Conventions of Standard English: Capitalize dates and names of people.
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Why are names and dates capitalized?
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CC.1.L.2.b Conventions of Standard English: Use end punctuation for sentences.
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What punctuation do you use for the sentences you write? Why is punctuation (correct end mark) important?
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CC.1.L.2.c Conventions of Standard English: Use commas in dates and to separate single words in a series.
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How can commas help a reader understand a sentences?
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CC.1.L.2.d Conventions of Standard English: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
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How can you use spelling patterns in your writing?
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CC.1.L.2.e Conventions of Standard English: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
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How can you use what you know about letter sounds to spell unfamiliar words?
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CC.1.L.4 Vocabulary Acquisition and Use: 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.
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How do readers understand new or unfamiliar words in a sentence?
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CC.1.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.
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How can you use clues in sentences to understand unfamiliar words?
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CC.1.L.4.b Vocabulary Acquisition and Use: Use frequently occurring affixes as a clue to the meaning of a word.
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Why is it important to know how affixes change words?
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CC.1.L.4.c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
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How do root words change? How do inflectional endings change the meaning of root words?
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CC.1.L.5 Vocabulary Acquisition and Use: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
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How are words related?
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CC.1.L.5a Vocabulary Acquisition and Use: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
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How can words be sorted? How can sorting words help me understand the categories?
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CC.1.L.5b Vocabulary Acquisition and Use: 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).
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How can words be sorted by attribute? How can sorting words by attributes help me understand the categories?
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CC.1.L.5c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
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How can personal experiences be used to expand vocabulary?
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CC.1.L.5d Vocabulary Acquisition and Use: 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.
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How can personal experiences be used to expand vocabulary?
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CC.1.L.6 Vocabulary Acquisition and Use: 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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How can I use words and phrases that I have learned through reading and conversations?
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