CCSS Gr 1 with Linguistic Demands

Standard Students need to know and understand ... Teach students how to ... Linguistic Frames for Expression Students need to be able to use ...
CCSS.ELA-Literacy.RL.1.1 - Ask and answer questions about key details in a text. Question forms (e.g., "What did she say?", "Who is in the story?"), present tense verbs for events (e.g., "lives," "says"), and vocabulary for story elements (e.g., "characters," "events"). Formulate questions with "what," "who," "where" (e.g., "What happens next?"); answer with short responses using relevant verbs (e.g., "He goes home"). "What happened after ___?"
"The character ___ because ___."
"I think ___ because ___."		 Present Tense Verbs (e.g., "is," "does"); Wh- Questions (e.g., "what," "who," "where"); Simple Sentence Structure (subject-verb-object).
CCSS.ELA-Literacy.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson. Chronological order words (e.g., "first," "next," "then"), transition phrases (e.g., "after that," "in the end"), and verbs indicating sequence (e.g., "began," "finished"). Use time words to order events (e.g., "First they met, then they talked"), simple past verbs to narrate (e.g., "said," "ran"), and connectors for story sequence (e.g., "so," "then"). "First, ___ happened, then ___."
"The story was about ___."
"In the end, ___."		 Past Tense Verbs (e.g., "said," "went"); Sequencing Words (e.g., "first," "then," "next"); Connectors (e.g., "and," "then").
CCSS.ELA-Literacy.RL.1.3 - Describe characters, settings, and major events in a story, using key details. Descriptive adjectives (e.g., "brave," "quiet"), nouns for elements (e.g., "hero," "village," "storm"), and verbs for actions (e.g., "explores," "travels"). Describe characters using adjectives (e.g., "She is brave"), express setting using prepositions (e.g., "in the forest"), and events using present and past tense verbs (e.g., "They climbed the mountain"). "The character is ___ because ___."
"The setting is ___."
"In this part, ___ happens."		 Adjectives (e.g., "brave," "quiet"); Noun Phrases (e.g., "the brave hero"); Prepositional Phrases (e.g., "in the forest").
CCSS.ELA-Literacy.RL.1.4 - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Sensory adjectives (e.g., "bright," "rough"), emotional verbs (e.g., "cried," "laughed"), and sensory nouns (e.g., "scent," "whisper"). Use sensory adjectives to express feelings (e.g., "The night was cold"), emotions (e.g., "He felt scared"), and sensory details (e.g., "She heard a soft voice"). "The author uses ___ to show ___."
"This word makes me feel ___."
"I imagine ___ when I read ___."		 Sensory Adjectives (e.g., "bright," "rough"); Emotional Verbs (e.g., "feel," "think"); Simple Sensory Nouns (e.g., "sound," "whisper").
CCSS.ELA-Literacy.RL.1.5 - Explain major differences between books that tell stories and books that give information. Narrative and informational vocabulary (e.g., "character," "fact," "make-believe"), and verbs to compare (e.g., "tell," "explain"). Use simple structures to contrast types (e.g., "Stories tell adventures; information books give facts") and opinion expressions (e.g., "I think stories are more fun"). "Stories usually have ___, but information books have ___."
"A story is about ___; an information book is about ___."
"I prefer ___ because ___."		 Comparative Adjectives (e.g., "different," "similar"); Conjunctions (e.g., "but," "because"); Simple Declarative Sentences (e.g., "A story has characters").
CCSS.ELA-Literacy.RL.1.6 - Identify who is telling the story at various points in a text. Pronouns indicating viewpoint (e.g., "I," "he," "she"), verbs showing perspective (e.g., "says," "thinks"), and basic dialogue tags (e.g., "said," "asked"). Use pronouns and verbs to indicate narrators (e.g., "She tells the story"), recognize changes in viewpoint with pronouns (e.g., "Now I see it"). "The narrator is ___ because they say ___."
"I can tell ___ is speaking because they use ___."
"When ___ speaks, they say ___."		 Subjective Pronouns (e.g., "I," "he," "she"); Speech Verbs (e.g., "says," "asks"); Simple Dialogue Tags (e.g., "he said," "she replied").
CCSS.ELA-Literacy.RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events. Descriptive nouns and adjectives (e.g., "forest," "dark"), phrases showing spatial relationships (e.g., "near," "above"). Use descriptive phrases to relate illustrations (e.g., "The house is on the hill"), spatial language with prepositions (e.g., "The tree is next to the river"). "In the picture, I see ___."
"This shows that the character is ___."
"The ___ is located ___ in the story."		 Noun Phrases (e.g., "a tall tree"); Prepositional Phrases (e.g., "near the house," "on the hill"); Descriptive Adjectives (e.g., "dark," "tall").
CCSS.ELA-Literacy.RL.1.9 - Compare and contrast the adventures and experiences of characters in stories. Comparative phrases (e.g., "similar to," "different from"), contrastive vocabulary (e.g., "like," "but"), and conjunctions (e.g., "and," "or"). Use comparative phrases and conjunctions (e.g., "Both characters are brave, but one is shy") and simple connectors for contrast (e.g., "also," "but"). "___ is similar to ___ because ___."
"They are different because ___."
"One character ___, while the other ___."		 Comparative and Superlative Adjectives (e.g., "similar," "different"); Conjunctions (e.g., "and," "but"); Simple Comparative Structures (e.g., "is like," "is different from").
CCSS.ELA-Literacy.RL.1.10 - With prompting and support, read prose and poetry of appropriate complexity for grade 1. Complex connectors (e.g., "however," "yet"), supportive adjectives (e.g., "similar," "complex"), and visual vocabulary (e.g., "look at," "find"). Express connections with conjunctions (e.g., "and," "or"), supportive words for complexity (e.g., "This is harder because..."), and connect ideas from text. "This part of the text shows ___."
"The poem is about ___."
"I see that ___ connects to ___."		 Complex Connectors (e.g., "yet," "however"); Supportive Adjectives (e.g., "complex," "challenging"); Visual Cue Vocabulary (e.g., "see," "find").