First Grade Curriculum and Common Core Alignment
Reading for Literature
TAGS INFORMATION FLUENCY
CONTINUUM (IFC STANDARD)
Character Types Key Ideas and Details
Key Details Identifies plot, characters, times, and
places in a story. (#2)
Main
Idea/Central Draws and shares conclusions about
Message main idea of a story. (#2)
Questioning Draws a conclusion about the main idea
Settings with guidance [Assessment available RL.1. 3. Describe characters, settings, and
1.5]. (#1) major events in a story, using key details.
Story Elements
Restates/retells and asks questions
about the topic, problem or question
with guidance. (#1)
Contrasting Crafts and Structure
Point of View Distinguishes between what is factual
and imaginary.
Expresses feelings about favorite books
through pictures and words.
Character Types Integration of Knowledge and Ideas
Comparing Identifies plot, characters, times, and
Contrasting places in a story. (#2)
COMMON CORE
Key Ideas and Details
RL.1.1. Ask and answer questions about key
details in a text.
RL.1.2. Retell stories, including key details,
and demonstrate understanding of their central
message or lesson.
Craft and Structure
RL.1. 4. Identify words and phrases in stories
or poems that suggest feelings or appeal to the
senses.
RL.1. 5. Explain major differences between
books that tell stories and books that give
information, drawing on a wide reading of a
range of text types.
RL.1. 6. Identify who is telling the story at
various points in a text.
RL.1. 4. Identify words and phrases in stories
or poems that suggest feelings or appeal to the
senses.
RL.1. 5. Explain major differences between
books that tell stories and books that give
information, drawing on a wide reading of a
range of text types.
RL.1. 6. Identify who is telling the story at
various points in a text.
Integration of Knowledge and Ideas
RL.1. 7. Use illustrations and details in a story
to describe its characters, setting, or events.
Cultural Interprets information represented in RL.1. 8. (Not applicable to literature).
Perspective pictures, illustrations and simple charts
and verbalizes the main idea. (#1) RL.1. 9. Compare and contrast the adventures
Story Elements and experiences of characters in stories.

a. With prompting and support, students will

make cultural connections to text and self.

Purpose Range of Reading and Level of Text Range of Reading and Level of Text
Complexity Complexity

Selects books, poems, or media based RL.1. 10. With prompting and support, read
on teacher selected criteria or personal prose and poetry of appropriate complexity for
preference. (#2) grade 1.

Connections Responding to Literature Responding to Literature

Selects books, poems, or media based RL.1 .11. Make connections between self, text,
on teacher selected criteria or personal and the world around them (text, media, social
preference. (#2) interaction).

Share what is known about the general

topic to elicit and make connections to
prior knowledge [Assessment available
1.1]. (#1)

Recognizes and identifies personal

interests through reading or listening to
stories. (#2)

Reading for Informational Text

TAGS INFORMATION FLUENCY COMMON CORE
CONTINUUM (IFC STANDARD)

Comparing Key Ideas and Details Key Ideas and Details

Connections Selects and uses appropriate sources RI.1. 1. Ask and answer questions about key
with guidance, including picture details in a text.
Contrasting dictionaries and beginning
encyclopedias, to answer questions. (#1) RI.1. 2. Identify the main topic and retell key
Key Details details of a text.
Draws a conclusion about the main idea
Main Topic with guidance [Assessment available RI.1. 3. Describe the connection between two
1.5]. (#1) Individuals, events, ideas, or pieces of
Questioning information in a text.
Restates/retells and asks questions
about the topic, problem or question with
guidance. (#1)

Finds facts and briefly summarizes them

 via writing, drawing, or verbalization to
answer research questions [Assessment
available 1.4]. (#1)

Interprets information represented in

pictures, illustrations and simple charts
and verbalizes the main idea. (#1)

Informational Crafts and Structure Craft and Structure

Text
Interprets information represented in RI.1. 4. Ask and answer questions to help
Interpreting pictures, illustrations and simple charts determine or clarify the meaning of words and
Key Details and verbalizes the main idea. (#1) phrases in a text.

Key Ideas RI.1. 5. Know and use various text features

(e.g., headings, tables of contents, glossaries,
Locating electronic menus, icons) to locate key facts or
Information information in a text.

Questioning RI.1. 6. Distinguish between information

provided by pictures or other illustrations and
Text Features information provided by the words in a text.

Visual
Information

Analyzing Integration of Knowledge and Ideas Integration of Knowledge and Ideas

Authors
Perspective Distinguishes between fact and opinion RI.1. 7. Use the illustrations and details in a
[Assessment available 1.3]. (#1) text to describe its key ideas.
Comparing
Interprets information represented in RI.1. 8. Identify the reasons an author gives to
Contrasting pictures, illustrations and simple charts support points in a text.
and verbalizes the main idea. (#1)
Illustration RI.1.9. Identify basic similarities in and
differences between two texts on the same
Key Details topic (e.g., in illustrations, descriptions, or
procedures).
Supporting
Details

Range of Reading and Level of Text Range of Reading and Level of Text
Complexity Complexity

Selects books, poems, or media based RI.1 10. With prompting and support, read
on teacher selected criteria or personal informational texts appropriately complex for
preference. (#2) grade 1.
Writing
TAGS INFORMATION FLUENCY COMMON CORE
CONTINUUM (IFC STANDARD)

Explanatory Text Types and Purposes Text Types and Purposes

Texts
Share what is known about the general W.1.1. Write opinion pieces in which they
Facts topic to elicit and make connections to introduce the topic or name the book they are
prior knowledge [Assessment 1.1]. (#1) writing about, state an opinion, supply a
Informational reason for the opinion, and provide some
Texts Finds facts and briefly summarizes them sense of closure.
via writing, drawing, or verbalization to
Narrative answer research questions [Assessment W.1.2. Write informative/explanatory texts in
available 1.4]. (#1) which they name a topic, supply some facts
Sequence of about the topic, and provide some sense of
Events Completes the L portion of the K-W-L closure.
chart with what new ideas were
Supporting learned. (#1) W.1.3. Write narratives in which they recount
Details two or more appropriately sequenced events,
Uses writing process to develop include some details regarding what
Opinion expression of new understandings. (#1) happened, use temporal words to signal
event order, and provide some sense of
Reasons / Distinguishes between what is factual closure.
Reasoning and imaginary. (#2)

Supporting Production and Distribution of Writing Production and Distribution of Writing

Details
Uses writing process to develop W.1.4. (Begins in grade 3).
expression of new understandings. (#1)
W.1.5. With guidance and support from
Works cooperatively with peers, family adults, focus on a topic, respond to questions
members, and others when using and suggestions from peers, and add details
technology in the classroom or at to strengthen writing as needed.
home. (#3)
W.1. 6. With guidance and support from
Restates/retells and asks questions adults, use a variety of digital tools to
about the topic, problem or question with produce and publish writing, including in
guidance. (#1) collaboration with peers.

Analyzing Research to Build and Present Research to Build and Present Knowledge
Authors Knowledge
Perspective W.1.7. Participate in shared research and
Adds to K-W-L chart constructed by writing projects (e.g., explore a number of
Comparing class by helping develop questions for W how-to books on a given topic and use
Contrasting Wonder. (#1) them to write a sequence of instructions).

Illustration Finds facts and briefly summarizes them
via writing, drawing, or verbalization to
Key Details answer research questions [Assessment
available 1.4]. (#1)
Supporting
Details Contributes to a group media project to
communicate ideas to classmates,
W.1.8. With guidance and support from
adults, recall information from experiences or
gather information from provided sources to
answer a question.
W.1.9. (Begins in grade 4).
 families, and others. (#3)
Share what is known about the general
topic to elicit and make connections to
prior knowledge [Assessment available
1.1]. (#1)
Range of Writing
Responding to Literature
Contributes to a group media project to
communicate ideas to classmates,
families, and others. (#3)
Speaking and Listening
TAGS INFORMATION FLUENCY CONTINUUM
(IFC STANDARD)
Diverse Cultures Comprehension and Collaboration
Diverse Restates/retells and asks questions about SL.1.1. Participate in collaborative
Viewpoints the topic, problem or question with
guidance. (#1)
Oral Text
Practices giving positive feedback and
Questioning giving compliments as modeled by
librarian. (#3)
Asks, What do I wonder about now?
[Assessment available 1.6]. (#1)
Adds to K-W-L chart constructed by class responding to the comments of others
by helping develop questions for W
Wonder. (#1)
Range of Writing
W.1.10. (Begins in grade 3).
Responding to Literature
W.1.11. Create and present a poem,
dramatization, art work,or personal response
to a particular author or theme studied in
class, with support as needed.
COMMON CORE
Comprehension and Collaboration
conversations with diverse partners about
grade 1 topics and texts with peers and
adults in small and larger groups.
a. 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).
b. Build on others talk in conversations by
through multiple exchanges.
c. Ask questions to clear up any confusion
about the topics and texts under discussion.
d. Seek to understand and communicate
with individuals from different cultural
backgrounds.
SL.1.2. Ask and answer questions about
key details in a text read aloud or
information presented orally or through
other media.
SL.1.3. Ask and answer questions about

Graphics Presentation of Knowledge and Ideas
Illustrations Finds facts and briefly summarizes them
via writing, drawing, or verbalization to
Images answer research questions
[Assessment available 1.4]. (#1)
Key Details
what a speaker says in order to gather
additional information or clarify something
that is not understood.
Presentation of Knowledge and Ideas
SL.1.4 Describe people, places, things, and
events with relevant details, expressing
ideas and feelings clearly.
SL.1.5. Add drawings or other visual
displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
SL.1.6. Produce complete sentences when
appropriate to task and situation.