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What's New: English Language Arts Worksheets and Study Guides

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Word Families Kindergarten English Language Arts
Word Families Kindergarten English Language Arts
Word Families Kindergarten English Language Arts
Trace Kindergarten English Language Arts
Story Parts Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts

Vermont Standards for First Grade English Language Arts

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

R1.1. Grade Level Expectation: Early Reading Skills and Strategies: Phonological Awareness: Applies phonological knowledge and skills by:

R1.1.1. Counting syllables in one- to four-syllable words.

R1.2. Grade Level Expectation: Early Reading Skills and Strategies: Concepts of Print: Demonstrates understanding of concepts of print during shared or individual reading by:

R1.2.1. Identifying basic punctuation marks and their usage (e.g., question marks, periods, quotation marks).
R1.2.2. Identifying key parts of a book: title, author.

R1.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding skills and strategies (leading to automaticity) by:

R1.3.1. Reading grade-appropriate, high-frequency words (including irregularly spelled words, contractions, etc.).
R1.3.2. Identifying sound-symbol correspondences: consonants, two-letter blends (e.g., bl, gr), basic consonant and vowel digraphs (e.g., th, ee, ay), short vowels and long vowels affected by silent e).
R1.3.3. Reading regularly spelled one- and two-syllable words (e.g., 'lot,' 'kitten,' 'doghouse') by using knowledge of sounds and letter patterns (including common endings -s, -ed, -ly, -ing).

R1.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

R1.4.1. Monitoring own reading and self-correcting when incorrectly identified or predicted words do not fit with cues provided by the print or the context (e.g., syntax/language structure, semantics/meaning, picture).

R1.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

R1.5.1. Using strategies to unlock meaning (e.g., activating prior knowledge, using context clues, or asking questions during read-alouds or text reading).

R1.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by:

R1.6.1. Identifying synonyms and antonyms to connect new words to known words.
R1.6.2. Describing words in terms of categories (e.g., 'A mallard is a kind of duck'), functions (e.g., 'Scissors are used for cutting'), or features (e.g., 'A rectangle has four sides').

R1.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

R1.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; predicting and making simple text-based inferences; generating clarifying questions; constructing sensory images (e.g., making pictures in one's mind); or making connections (text to self, text to text, and text to world).

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

R1.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary texts (including text read aloud, reading independently or in a guided manner) by:

R1.10.1. Identifying characters in a story.
R1.10.2. Retelling the beginning, middle, and end of a story.

R1.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:

R1.12.3. Distinguishing among a variety of types of text (e.g., informational texts: children's magazines, children's newspapers, lists, simple directions).

R1.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts read aloud or read independently, citing evidence where appropriate by:

R1.13.1. Making predictions about what might happen next, and telling why the prediction was made.
R1.13.2. Identifying possible motives of characters.
R1.13.3. Identifying relevant physical characteristics or personality traits of main characters.

R1.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text read aloud or independently, citing evidence as appropriate by:

R1.16.1. Identifying the topic.

VT.1.4. Reading: Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).

R1.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

R1.18.1. Reading from or listening to at least three different genres/kinds of text and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, realistic fiction; informational: content trade books, children's magazines; and practical/functional texts: classroom schedules, simple directions, lists, labels, invitations).

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

W1.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

W1.3.1. Correctly spelling own first name.
W1.3.2. Correctly spelling grade-appropriate, high-frequency words that include phonetically regular words (e.g., 'had,' 'can').
W1.3.3. Using phonemic awareness and letter knowledge to spell independently (using phonetic or temporary spelling when needed).

VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.

R1.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts read aloud or read independently, citing evidence where appropriate by:

R1.13.1. Making predictions about what might happen next, and telling why the prediction was made.
R1.13.2. Identifying possible motives of characters.
R1.13.3. Identifying relevant physical characteristics or personality traits of main characters.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

R1.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary texts (including text read aloud, reading independently or in a guided manner) by:

R1.10.1. Identifying characters in a story.
R1.10.2. Retelling the beginning, middle, and end of a story.

R1.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:

R1.12.3. Distinguishing among a variety of types of text (e.g., informational texts: children's magazines, children's newspapers, lists, simple directions).

R1.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts read aloud or read independently, citing evidence where appropriate by:

R1.13.1. Making predictions about what might happen next, and telling why the prediction was made.
R1.13.2. Identifying possible motives of characters.
R1.13.3. Identifying relevant physical characteristics or personality traits of main characters.

R1.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text read aloud or independently, citing evidence as appropriate by:

R1.16.1. Identifying the topic.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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