table of contents -...
TRANSCRIPT
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Introduction .................................................................................................................................................................................... 4
Common Core State Standards Alignment Matrix ....................................................................................................5
Skill Assessment .............................................................................................................................................................................. 7
Skill Assessment Analysis ........................................................................................................................................................... 11
Reading Standards for Literature ....................................................................................................................................... 12
Reading Standards for Informational Text .................................................................................................................. 28
Reading Standards: Foundational Skills .......................................................................................................................... 40
Writing Standards ..................................................................................................................................................................... 64
Language Standards ............................................................................................................................................................... 76
Answer Key .....................................................................................................................................................................................91
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IntroductionWhat Are the Common Core State Standards for English Language Arts?
The standards are a shared set of expectations for each grade level in the areas of reading, writing, speaking, listening, and language. They def ine what students should understand and be able to do. The standards are designed to be more rigorous and allow for students to justify their thinking. They ref lect the knowledge that is necessary for success in college and beyond.
As described in the Common Core State Standards, students who master the standards in reading, writing, speaking, listening, and language as they advance through the grades will exhibit the following capabilities:
1. They demonstrate independence. 2. They build strong content knowledge. 3. They respond to the varying demands of audience, task, purpose, and discipline. 4. They comprehend as well as critique. 5. They value evidence. 6. They use technology and digital media strategically and capably. 7. They come to understand other perspectives and cultures.*
How to Use This Book
This book is a collection of practice pages aligned to the Common Core State Standards for English Language Arts and appropriate for f irst grade. Included is a skill matrix so that you can see exactly which standards are addressed on the practice pages. Also included are a skill assessment and a skill assessment analysis. Use the assessment at the beginning of the year or at any time of year you wish to assess your students’ mastery of certain standards. The analysis connects each test item to a practice page or set of practice pages so that you can review skills with students who struggle in certain areas.
* © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Off icers. All rights reserved.
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Name_____________________________________________ 1.RL.1, 1.RL.4, 1.L.4
Read the story. Answer the questions.
At the PondOne warm spring day, the ducklings
decided to go to the pond. The ducklings wanted to go for a swim.
“Can we go too?” the chicks asked.“Chicks cannot swim,” the ducklings
laughed.“We will run in the tall grass and look
for bugs. Please let us come.” So the ducklings and the chicks set off
for the pond.The ducklings swam in the pond. They splashed in the water. The chicks ran
in the tall grass. They looked for bugs. The ducklings and the chicks had a lot of fun. After a while, the ducklings and the chicks were tired. They were exhausted from playing hard. They missed their mothers. They missed their nests. It was time to go home.
1. The main idea is the big point of the story. Which sentence tells the main idea? A. Ducklings have fun swimming. B. Chicks and ducklings hatch from eggs. C. Both ducklings and chicks can have fun at the pond.
2. A detail is a small point in the story. Which sentence tells a detail? A. They looked for bugs. B. Both ducklings and chicks can have fun at the pond. C. A f lower grew by the pond.
3. What does the word exhausted mean? A. tired B. silly C. angry
I can answer questions about the main idea and details of a story.I can f ind a new word in a story and know its meaning.
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I can answer questions about the main idea and details of a story.I can read f irst-grade text.
1.RL.1, 1.RL.10
Read the story. Answer the questions.
Hide-and-Seek“Will you play hide-and-seek?” Jake
asked his mother. “I don’t have time. I have to f ind some tape,” Jake’s mother said. “I’ll help,” Jake said. He looked high and low. He found his mother’s tape in a pile on her desk.
“Will you play hide-and-seek with me?” Jake asked his brother. “I don’t have time. I have to f ind my kite,” his brother said. “I’ll help,” Jake said. He looked high and low. He found his brother’s kite by the gate.
“Will you play hide-and-seek with me?” Jake said to his father. “I don’t have time. I have to f ind my rope,” his father said. “I’ll help,” Jake said. He looked high and low. He found his father’s rope by the rake.
“Will you play hide-and-seek with me?” Jake asked his sister. “I don’t have time. I have to f ind my dime,” his sister said. “I’ll help,” Jake said. He looked high and low. He found his sister’s dime behind the drapes.
“Too bad no one has time to play hide-and-seek!” Jake laughed.
1. Draw a line from each family member to the object he or she lost.
mother ropefather kitesister tapebrother dime
2. What did Jake want to do?A. take a hikeB. play hide-and-seekC. f ly a kite
3. Where did Jake f ind his mother’s tape?A. by the gateB. on her deskC. behind the drapes
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Name_____________________________________________ 1.RL.2, 1.RL.10
Read the story. Answer the questions.
The Fox and His TrapOne day, Fox was busy making something. Turtle came by.“What are you making, Fox?” Turtle asked. “Nothing,” Fox answered. “It looks like
a trap to me,” Turtle said as he walked away.Soon, Mouse came by. “What are you making, Fox?” Mouse asked. “Nothing,”
Fox answered. “It looks like a trap to me,” Mouse said as he crawled away.Before long, Duck came by. “What are you making, Fox?” Duck asked. “Nothing,”
Fox answered. “It looks like a trap to me,” Duck said as she waddled away.Just as Fox f inished, Rabbit came by.
“What did you make, Fox?” Rabbit asked. “A home for a rabbit,” Fox said. “It looks like a trap to me,” Rabbit said. “Nonsense,” Fox said. “Come closer and have a look.”
“But I don’t think I will f it,” Rabbit said.“Nonsense!” Fox laughed. “It’s big enough
for me.” Fox crawled inside. With Fox inside, Rabbit shut the latch. The door was shut tight. Rabbit hopped off, saying, “It looks like a trap to me.”
1. Who got caught in Fox’s trap? A. the turtle B. the mouse C. the fox
2. Why did Fox want to make a trap? A. He liked to build things. B. He wanted to catch Rabbit. C. He had extra wood.
3. Why do you think the fox always said, “Nothing,” when others asked what he was making? _____________________________________________________________________
4. Why do you think Rabbit knew to shut the latch? _______________________________
I can understand key details. I can understand the message of a story. I can read f irst-grade text.
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Read the story. Answer the questions.
A Place for Little ToadLittle Toad hopped out of the pond. “Where are you going, Little Toad?” the
other toads asked. “I’m tired of living in this pond with so many toads,” Little Toad said. “I need more room.” So Little Toad hopped away.
Soon, he met a rabbit. “Little Toad, why are you so far from home?” the rabbit asked. “I need more room,” Little Toad said. “You can live with me. A lot of room is under the roots of this old tree,” the rabbit said.
“No, thank you,” Little Toad said. “This is no place for me.”Next, he met a bee. When he told the bee his story, the bee buzzed, “You
cannot live with me. You would get stuck in my honey.” Little Toad said, “Don’t worry, bee, a honey tree is no place for me.” Little Toad hopped away.
Then, Little Toad met a dog. Before he could say a word, the dog barked and chased Little Toad away.
Little Toad hopped and hopped. Before he knew it, he had hopped all of the way back to his pond. The other toads were happy to see him. They moved over to make room for him. Little Toad settled in and smiled. “Now, this is the place for me!” he said.
1. Write a sentence to tell the main event of the story. ____________________________
___________________________________________________________________________________
Draw the setting. It is where the story takes place.
Draw a character from the story with Little Toad.
I can describe the main event of a story.I can describe the setting and the characters of a story.I can read f irst-grade text.
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Name_____________________________________________ 1.RL.3, 1.RL.10
Read the story. Answer the questions.
A Hot Summer DayIt was a hot summer day. “This is
a good day to be lazy. I will lie in the shade of the apple tree,” Billy said.
Soon, Katie came skipping by. “What are you doing?” she asked.
“Oh, nothing,” Billy replied.“I think I will do nothing, too,”
Katie said. She sat down next to Billy.They saw an ant pulling a big leaf.
A ladybug f lew onto Katie’s hand. A grasshopper hopped by. A bee landed on a f lower. “It is fun doing nothing,” Billy and Katie said.
1. Write a sentence to tell the main event of the story. ____________________________
___________________________________________________________________________________
Draw the setting. It is where the story takes place.
Draw Billy and Katie.
I can describe the main event of a story. I can describe the setting and the characters of a story. I can read f irst-grade text.
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I can identify a word or a phrase (group of words) in a poem that shows feeling.I can read with f luency.I can read f irst-grade text.
1.RL.4, 1.RL.10, 1.RF.4
Read the poem.
Please come here so you can hear.Can’t you see the deer, my dear?
Please come to the sea to seeIf a f lea can really f lee.
Please come to school to learn to write rightand add two plus two too.Maybe you can come next week if you’re not still feeling weak from the f lu.
Answer the questions.
1. Find a word or a group of words in the poem that shows feeling. Write it on the line. ___________________________________________________________________________
2. Write a sentence about the word or the group of words you wrote. ___________
___________________________________________________________________________________
3. Have you ever felt this way? Write a sentence about it. ________________________
___________________________________________________________________________________
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Name_____________________________________________ 1.RL.4, 1.RL.10
Read the poem.
Answer the questions.
1. Find a word or a group of words in the poem that shows feeling. Write it on
the line. ___________________________________________________________________________
2. Write a sentence about the word or the group of words you wrote. ____________
___________________________________________________________________________________
3. Have you ever felt this way? Write a sentence about it. _________________________
___________________________________________________________________________________
I can f ind a word or a phrase (group of words) in a poem that shows feeling.
I can write about a word or a phrase in a poem that shows feeling. I can read f irst-grade text.
I love
springmore thananything.
More than anything,I love spring.
I like to sing in the springabout the f lowers spring brings
and how I wishI were a bird with wings.
I like to hold a kiteby its string
and f ly on a swing.I feel like a king
in thespring.
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I can understand books that tell stories and books that tell facts.I can understand f iction and nonf iction books.
1.RL.5
Some books tell stories. They are called f iction. Some books give facts. They are called nonf iction.
Read the titles. Check what kind of book it is.
Book Title Story (Fiction) Fact (Nonf iction)
1. The Life of the President
2. Natalie’s Great Clubhouse in Her Yard
3. How to Peddle a Bike
4. The History of the State of Texas
5. Mike’s Field Trip to the Zoo
Find three books. Write down the titles. Check what kind of book it is.
Book Title Story (Fiction) Fact (Nonf iction)
6.
7.
8.
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Name_____________________________________________
I can f ind f iction and nonf iction books.I can tell the difference between storybooks and fact books.
1.RL.5
A f iction book tells a story. It may be about a character or an event. A f iction book has a plot. A plot is made up of the events that create a story.
A nonf iction book tells facts. It can be about anything true. A nonf iction book gives information.
Look in your library or classroom. Find books that are f iction or nonf iction. Write the titles in the lists below.
Fiction Books Nonf iction Books
1. How can you tell a f iction book from a nonf iction book? _______________________
___________________________________________________________________________________ 2. Which type of book do you like to read? ________________________________________
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Page 121. C; 2. A; 3. A
Page 131. mother–tape, father–rope, sister–dime, brother–kite; 2. B; 3. B
Page 141. C; 2. B; 3. Answers will vary. 4. Answers will vary.
Page 151. Little Toad wants to f ind a home. Setting drawings may include a pond, old tree, or honey tree. Character drawings may include Little Toad, rabbit, bee, dog, or other toads.
Page 161. Billy and Katie decide to do nothing. Setting drawings may include an apple tree.
Page 171. Answers will vary but may include still feeling weak or my dear. 2. Answers will vary. 3. Answers will vary.
Page 181. Answers will vary but may include I love spring, I like to sing, I wish I were a bird, or I feel like a king. 2. Answers will vary. 3. Answers will vary.
Page 191. Fact; 2. Story; 3. Fact; 4. Fact; 5. Story; 6. Answers will vary. 7. Answers will vary. 8. Answers will vary.
Page 20Books in the chart will vary. 1. A f iction book is a story, and a nonf iction book is facts. 2. Answers will vary.
Page 211. Sammy Snail, Robby Rabbit, Kami Kangaroo; 2. Robby Rabbit; 3. Kami Kangaroo; 4. Answers will vary but should not be any of the quotes.
Page 222. Answers will vary. 3. Mary, Mom, Dad; 4. Mary’s house; 5. Mary made breakfast for Mom and Dad.
Page 232. Answers will vary. 3. Ruby, Judy, Hugo, Luke, Susan, June, Duke; 4. It takes place at the music show. 5. Ruby and her friends put on a music show.
Page 24Vine Mouse: lived under a vine outside a large house, liked to eat plain rice, liked to play hide-and-seek outside.
Tile Mouse: lived under the tiles inside the large house, liked to eat bites of f ine food, liked to sit inside.
Page 251. B; 2. C; 3. Answers will vary.
Page 261. B; 2. A; 3. Answers will vary.
Page 271. C; 2. Answers will vary. 3. Answers will vary.
Page 281. banana; 2. jelly; 3. wings; 4. sausage; 5. eyes
Page 291. The Dead Sea; 2. The Salty Waters of the Dead Sea; 3. The Uses of the Dead Sea; 4. The Water Cycle of the Dead Sea
Page 301. Children live on farms. 2. They can take care of the animals (milk, feed, or cut wool). 3. They can pick them.
Page 311. Danisha, Quan, Jamal; 2. Michael; 3. Haley; 4. 76, 85; 5. Quan; 6. Robert, Jamal, Kira
Page 321. Hoard means to keep or store. 2. Nocturnal means to be up at night. 3. To stay up very late is to be awake in the nighttime. 4. Answers will vary.
Page 331. Elena; 2. Math; 3. Monday; 4. Listening; 5. Sam; 6. Friday
Page 34Flag answers vary based on student perception of f lags (colors, symbols) and research.
Flag color words include: red, white, blue for the American f lag; red and white for the Canadian f lag; and red, white, and green for the Mexican f lag.
Page 351. 8; 2. 2; 3. Mrs. Lopez’s First-Grade Class: Ways to Get Home; 4. bus