Use Picture Clues to Make Predictions - Before and during reading, use illustrations and titles to predict what may happen next; check predictions with evidence. (CCSS RL.1.1, RL.1.7; CA RL.1.1, RL.1.7; MA RL.1.1, RL.1.7; NY 1R1, 1R7; VA 1.RL.1C; TX §110.3(b) Comprehension; FL ELA.1.R.1.1. Use this prompt-provided wording as the supporting standard description for this workflow)

Ask Powerful Questions - Ask and answer questions about key details in literary texts.

Use a Bookmark Checklist for Retelling - Retell stories, identify key details, and understand the central message or lesson.

Recognize Repeated Words and Phrases in Poems - Recognize and interpret words and phrases in stories or poems that create meaning, feeling, or imagery.

Identify Common Genres - Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Track Feelings of Characters Across Events - Describe characters, settings, and major events in stories using key details.

Ask and Answer Questions about Key Details in Informational Texts - Ask and answer questions to locate and explain key facts and ideas in nonfiction read‑alouds and simple articles. (CCSS RI.1.1; CA RI.1.1; MA RI.1.1; NY 1R1; VA 1.RI.1A–C; TX §110.3(b) Comprehension; FL ELA.1.R.2.4)

Identify the Main Topic and Retell Key Details - Identify what the text is mostly about and retell supporting facts using your own words. (CCSS RI.1.2; CA RI.1.2; MA RI.1.2; NY 1R2; VA 1.RI.1B; TX §110.3(b) Comprehension; FL ELA.1.R.2.2)

Describe Connections between Individuals, Events, Ideas, or Information - Explain simple relationships such as first/then, cause/effect, or how two ideas go together using pictures and text. (CCSS RI.1.3; CA RI.1.3; MA RI.1.3; NY 1R3; VA 1.RI.1B–C; TX §110.3(b) Comprehension; FL ELA.1.R.2.3)

Determine Meanings of Words and Phrases in Informational Texts - Use context, examples, and simple morphology (prefix un‑, endings ‑s, ‑ed, ‑ing) to figure out word meanings. (CCSS RI.1.4; CA RI.1.4; MA RI.1.4; NY 1R4; VA 1.RV.1A–B; TX §110.3(b)(2)(A)–(C); FL ELA.1.V.1.1)

Use Text Features to Find Information - Use headings, table of contents, glossaries, captions, labels, charts, and diagrams to locate and explain information. (CCSS RI.1.5; CA RI.1.5; MA RI.1.5; NY 1R5; VA 1.RI.2A; TX §110.3(b) Comprehension; FL ELA.1.R.2.1)

Distinguish Information from Pictures and from Words - Explain what information comes from pictures or illustrations and what information comes from the words.

Use Illustrations and Details to Describe Key Ideas - Use diagrams and images with captions to describe and explain important ideas in the text. (CCSS RI.1.7; CA RI.1.7; MA RI.1.7; NY 1R7; VA 1.RI.3A; TX §110.3(b) Comprehension; FL ELA.1.R.2.1. Use this prompt-provided wording as the supporting standard description for this workflow)

Identify Reasons an Author Gives to Support Points - Find the reasons an author uses to support a point about a topic and explain them in your own words. (CCSS RI.1.8; CA RI.1.8; MA RI.1.8; NY 1R8; VA 1.RI.1C; TX §110.3(b) Author’s Purpose and Craft; FL ELA.1.R.2.4)

RI.1.10 - With prompting and support, read informational texts appropriately complex for grade 1.

Follow a How‑to Sequence in Procedural Texts - Read and follow steps in picture-supported procedures (e.g., how to plant a seed); explain the sequence back to a partner. (CCSS RI.1.3, RI.1.7; CA RI.1.3, RI.1.7; MA RI.1.3, RI.1.7; NY 1R3, 1R7; VA 1.RI.1B–1.RI.3A; TX §110.3(b) Comprehension; FL ELA.1.R.2.2. Use this prompt-provided wording as the supporting standard description for this workflow)

Ask and Answer Questions Using Diagrams, Charts, and Maps - Use labeled diagrams, charts, or maps to ask and answer questions about a topic, connecting visuals to text. (CCSS RI.1.7; CA RI.1.7; MA RI.1.7; NY 1R7; VA 1.RI.3A; TX §110.3(b) Comprehension; FL ELA.1.R.2.1)

Find and Use Bold Print, Icons, and Index Entries - CCSS.ELA-LITERACY.RI.1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Compare and Contrast Two Texts on the Same Topic - CCSS.ELA-LITERACY.RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Identify Topic Sentences and Supporting Facts - Recognize simple topic sentences and match supporting facts that belong with the topic. (CCSS RI.1.2; CA RI.1.2; MA RI.1.2; NY 1R2; VA 1.RI.1B; TX §110.3(b) Comprehension; FL ELA.1.R.2.2)

Sort Facts that Belong or Do Not Belong to a Topic - Given a set of facts and pictures, sort which ones fit the topic and which ones do not, explaining your choices. (CCSS RI.1.2; CA RI.1.2; MA RI.1.2; NY 1R2; VA 1.RI.1B; TX §110.3(b); FL ELA.1.R.2.2)

Build and Use Academic Vocabulary from Science and Social Studies - Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Recognize Author's Purpose to Inform or Explain - Identify the reasons an author gives to support points in a text.

Use a Two‑Column Notes Organizer to Track Facts - Record key facts on a simple notes chart and sketch a matching image for each fact. (CCSS RI.1.2, RI.1.7; CA RI.1.2, RI.1.7; MA RI.1.2, RI.1.7; NY 1R2, 1R7; VA 1.RI.1B, 1.RI.3A; TX §110.3(b) Comprehension; FL ELA.1.R.2.2. Use this prompt-provided wording as the supporting standard description for this workflow)

Understand the Organization and Basic Features of Print - Demonstrate understanding of the organization and basic features of print. (RF.1.1)

Cumulative Review of Taught Graphemes - Know and apply grade-level phonics and word analysis skills in decoding words. (RF.1.3)

Decoding Strategy Poster - Use a consistent routine (tap, slide, blend; check the vowel; reread) and self-monitor with simple icons. (CCSS RF.1.3–1.4; CA RF.1.3–1.4; MA RF.1.3–1.4; NY 1RF3–1RF4; VA 1.DSR.1; TX §110.3(b); FL ELA.1.F.1.3–1.4. Use this prompt-provided wording as the supporting standard description for this workflow)

Fluency Phrases Practice - RF.1.4: Read with sufficient accuracy and fluency to support comprehension.

Accuracy before Rate: Self-Monitoring Check - Read with sufficient accuracy and fluency to support comprehension.

High-Frequency Word Mapping - Recognize and read grade-appropriate irregularly spelled words. (RF.1.3g)

Letter Formation Warm‑ups - Print uppercase and lowercase letters and use basic handwriting conventions.

Segmenting with Elkonin Boxes and Counters - RF.1.3: Apply grade-level phonics and word analysis skills to decode and spell words.

Recognize the Distinguishing Features of a Sentence - RF.1.1a: Build grade 1 foundational reading skills across print concepts, phonological awareness, phonics, and fluency.

Develop Phonological Awareness: Recognize and Produce Rhymes - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (RF.1.2)

Blend and Segment Onsets and Rimes - Develop phonological awareness by blending, segmenting, and manipulating sounds in spoken words. (RF.1.2)

RF.1.2 - Develop phonological awareness by blending, segmenting, and manipulating sounds in spoken words.

Isolate and Pronounce Initial, Medial Vowel, and Final Sounds - RF.1.2: Develop phonological awareness by blending, segmenting, and manipulating sounds in spoken words.

RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Know Spelling–Sound Correspondences for Common Consonant Digraphs - Read and spell words with sh, ch, th, wh, and ph in all positions. (CCSS RF.1.3a; CA RF.1.3a; MA RF.1.3; NY 1RF3a; VA 1.FFR.3A; TX §110.3(b) Foundational; FL ELA.1.F.1.3.a)

Read and Spell Words with Beginning and Ending Blends - Decode regularly spelled one-syllable words. (CCSS.ELA-LITERACY.RF.1.3b)

Decode Regularly Spelled One‑Syllable Words - Apply taught correspondences to read CVC, CCVC, CVCC, and some CVCe words accurately. (CCSS RF.1.3b; CA RF.1.3b; MA RF.1.3; NY 1RF3b; VA 1.FFR.3B; TX §110.3(b); FL ELA.1.F.1.3)

Know Final e and Common Vowel Team Conventions for Long Vowels - Apply grade-level phonics and word analysis skills to decode and spell words.

Read Words with Inflectional Endings - Accurately read and spell base words with endings ‑s, ‑es, ‑ed, and ‑ing; explain how the ending changes the word. (CCSS RF.1.3f; CA RF.1.3f; MA RF.1.3; NY 1RF3; VA 1.FFW.2A–B; TX §110.3(b) Conventions; FL ELA.1.F.1.3)

Recognize and Read Grade-Appropriate Irregularly Spelled Words - Recognize and read grade-appropriate irregularly spelled words. (RF.1.3g)

RF.1.3e - Decode two-syllable words following basic patterns by breaking the words into syllables.

Apply Word Families to Read and Spell - Use known rimes (‑at, ‑an, ‑ip, ‑ock, ‑ake) to decode and encode new words efficiently. (CCSS RF.1.3; CA RF.1.3; MA RF.1.3; NY 1RF3; VA 1.FFR.3A–B; TX §110.3(b); FL ELA.1.F.1.3)

Build Fluency: Read with Purpose and Understanding - Read on-level text with purpose and understanding.

Build Fluency: Accuracy and Appropriate Rate - Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. (RF.1.4b)

Build Fluency: Expression and Phrasing — RF.1.4b: Read on-level text orally with accuracy, appropriate rate, and expression.

Use Context to Confirm or Self-Correct - Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.1.4c)

Sound Boxes for Phoneme Segmentation - RF.1.2d: Segment spoken single-syllable words into their complete sequence of individual sounds.

Apply Decoding Skills in Decodable Texts - Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS RF.1.3)

Letter Formation and Handwriting - Print uppercase and lowercase letters and use basic handwriting conventions.

Dictation Routine: Sounds, Words, and Sentences - RF.1.3: Apply grade-level phonics and word analysis skills to decode and spell words.

Phoneme-Grapheme Mapping - Develop phonological awareness by blending, segmenting, and manipulating sounds in spoken words. (RF.1.2)

Build Words with Letter Tiles and Manipulatives - Apply grade-level phonics and word analysis skills to decode and spell words. (RF.1.3)

Recognize Basic Syllable Types (Closed and Magic-e) — RF.1.3: Apply grade-level phonics and word analysis skills to decode and spell words.

RF.1.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Distinguish Similar‑Looking Letters and Common Confusions - Practice targeted routines to differentiate b/d, p/q, m/n, and u/n using verbal cues and arrows that show stroke direction. (CCSS L.1.1a; CA L.1.1a; MA L.1.1; NY 1L1; VA Handwriting Guidance; TX §110.3(b); FL ELA.1.C.1.1)

Print All Uppercase and Lowercase Letters - Print uppercase and lowercase letters and use basic handwriting conventions.

Use Common, Proper, and Possessive Nouns - Name people, places, and things; use capital letters for proper nouns; form simple possessives with ’s. (CCSS L.1.1b; CA L.1.1b; MA L.1.1; NY 1L1; VA Language Usage; TX §110.3(b); FL ELA.1.C.1.1)

Use Singular and Plural Nouns with Matching Verbs - Match verbs to singular and plural nouns in basic sentences (He hops; We hop). (CCSS L.1.1c; CA L.1.1c; MA L.1.1; NY 1L1; VA Language Usage; TX §110.3(b); FL ELA.1.C.1.1)

Use Personal, Possessive, and Indefinite Pronouns - Choose pronouns that replace nouns appropriately in speaking and writing. (CCSS L.1.1d; CA L.1.1d; MA L.1.1; NY 1L1; VA Language Usage; TX §110.3(b); FL ELA.1.C.1.1)

Use Verbs to Convey Past, Present, and Future - Use time words and verb forms to show actions that happened before, are happening now, or will happen later. (CCSS L.1.1e; CA L.1.1e; MA L.1.1; NY 1L1; VA Language Usage; TX §110.3(b); FL ELA.1.C.1.1)

Use Frequently Occurring Adjectives - Add adjectives to describe nouns precisely in sentences and captions. (CCSS L.1.1f; CA L.1.1f; MA L.1.1; NY 1L1; VA Language Usage; TX §110.3(b); FL ELA.1.C.1.1)

Use Frequently Occurring Conjunctions - Link ideas with and, but, or, so, because to combine words and simple clauses. (CCSS L.1.1g; CA L.1.1g; MA L.1.1; NY 1L1; VA Language Usage; TX §110.3(b); FL ELA.1.C.1.1)

Use Frequently Occurring Prepositions - Use prepositions such as during, beyond, toward, under, and over to show relationships. (CCSS L.1.1i; CA L.1.1i; MA L.1.1; NY 1L1; VA Language Usage; TX §110.3(b); FL ELA.1.C.1.1)

Produce and Expand Simple and Compound Sentences - Write and speak in complete sentences of different types (statements, questions, commands, exclamations) and expand with when, where, and because information. (CCSS L.1.1j; CA L.1.1j; MA L.1.1; NY 1L1; VA Language Usage; TX §110.3(b); FL ELA.1.C.1.1)

Capitalize Dates and Names of People - Use capital letters for days, months, and names in sentences, titles, and headings. (CCSS L.1.2a; CA L.1.2a; MA L.1.2; NY 1L2; VA Conventions; TX §110.3(b); FL ELA.1.C.1.4)

Use End Punctuation and Commas in Dates and Series - Use capitalization, punctuation, and spelling conventions in writing.

Apply Grade‑Appropriate Spelling - Use conventional spelling for taught patterns and high‑frequency words and use phonetic spelling for untaught words. (CCSS L.1.2d–e; CA L.1.2d–e; MA L.1.2; NY 1L2; VA 1.FFW.2; TX §110.3(b); FL ELA.1.F.1.4, ELA.1.C.1.4)

Opinion Writing: State an Opinion and Give a Reason - Write opinion pieces that state an opinion, give a reason, and provide a closing.

Informative Writing: Name a Topic and Supply Facts - Write a short report or label a diagram to tell facts about a topic and provide closure. (CCSS W.1.2; CA W.1.2; MA W.1.2; NY 1W2; VA 1.W.1B; TX §110.3(b); FL ELA.1.C.1.2. Use this prompt-provided wording as the supporting standard description for this workflow)

Narrative Writing: Recount Sequenced Events with Details - Write narratives that recount sequenced events, include details, use temporal words, and provide closure.

Prewriting with Simple Graphic Organizers - Brainstorm ideas and use a web, list, or five-finger planner to plan writing and stay on topic. (CCSS W.1.5; CA W.1.5; MA W.1.5; NY 1W5; VA 1.W.2A; TX §110.3(b); FL ELA.1.C.1.1)

Drafting Sentences that Match the Picture and Topic - Compose complete sentences that match the drawing or topic sentence; maintain focus on one idea. (CCSS W.1.4; CA W.1.4; MA W.1.4; NY 1W4; VA 1.W.2; TX §110.3(b); FL ELA.1.C.1.1)

Revising with Guidance: Add and Clarify Details - Use guidance and feedback to focus on a topic, respond to suggestions, and strengthen writing.

W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Participate in Shared Research and Writing Projects - Work with peers to research a class topic (for example, animals) using teacher-provided texts and produce a shared book or poster. Associated standards: CCSS W.1.7; CA W.1.7; MA W.1.7; NY 1W6/1W7; VA 1.W.3; TX 110.3(b) Inquiry and Research; FL ELA.1.C.4.1.

W.1.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Compose Titles that Match the Topic - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (W.1.2)

L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.1.2a — Capitalize dates and names of people.

Use Determiners (Articles and Demonstratives) - Use determiners (e.g., articles, demonstratives).

Use Temporal Words to Signal Order - Apply words such as first, next, then, after, and last to clarify sequence in narratives and procedures. (CCSS W.1.3; CA W.1.3; MA W.1.3; NY 1W3; VA 1.W.1C; TX §110.3(b); FL ELA.1.C.1.1)

Write Complete Sentences with Subject and Predicate - Check that every sentence has someone or something (subject) and what it is or does (predicate). (CCSS L.1.1j; CA L.1.1j; MA L.1.1; NY 1L1; VA 1.W.2C; TX §110.3(b) Conventions; FL ELA.1.C.1.1)

Use Finger Spaces and Line Orientation - Print uppercase and lowercase letters and use basic handwriting conventions.

L.1.2b - Use end punctuation for sentences.

Plan, Say, Write, and Read Routine - Plan with a quick sketch or organizer, say the sentence, write it, and then read it aloud to check meaning and conventions. (CCSS W.1.5; CA W.1.5; MA W.1.5; NY 1W5; VA 1.W.2; TX §110.3(b); FL ELA.1.C.1.4. Use this prompt-provided wording as the supporting standard description for this workflow)

Label Diagrams to Support Writing - Add accurate labels to pictures and diagrams to clarify ideas in informative writing. (CCSS W.1.2; CA W.1.2; MA W.1.2; NY 1W2; VA 1.W.1B; TX §110.3(b); FL ELA.1.C.1.2. Use this prompt-provided wording as the supporting standard description for this workflow)

SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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 what a speaker says in order to gather additional information or clarify something that is not understood.

Describe with Relevant Details and Complete Sentences - Describe people, places, things, and events with relevant details and clear expression.

Add Drawings or Visual Displays to Clarify Ideas - Include drawings, images, or simple charts when presenting information to make ideas clearer to listeners. (CCSS SL.1.5; CA SL.1.5; MA SL.1.5; NY 1SL5; VA 1.CML.1–2; TX §110.3(b); FL ELA.1.C.5.1. Use this prompt-provided wording as the supporting standard description for this workflow)

SL.1.6 - Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

SL.1.6 - Produce complete sentences appropriate to the task and situation.

Practice Turn‑Taking and Active Listening Signals - Use eye contact, nodding, and sentence stems (I agree because…, I would like to add…) to support collaborative talk. (CCSS SL.1.1; CA SL.1.1; MA SL.1.1; NY 1SL1; VA 1.CML.1; TX §110.3(b); FL ELA.1.C.2.1)

Restate a Peer’s Idea in One Sentence - Paraphrase a classmate’s idea accurately before sharing a new idea or question. (CCSS SL.1.1; CA SL.1.1; MA SL.1.1; NY 1SL1; VA 1.CML.1; TX §110.3(b); FL ELA.1.C.2.1)

Use Oral Sentence Frames to Agree or Disagree - Use frames such as I think…, I noticed…, I disagree because… to express ideas respectfully. (CCSS SL.1.1; CA SL.1.1; MA SL.1.1; NY 1SL1; VA 1.CML.1; TX §110.3(b); FL ELA.1.C.2.1)

Knowledge of Language - Use knowledge of language and conventions to choose clear words and sentences when speaking, writing, reading, or listening.

Use Context to Determine Word Meaning - Use sentence‑level context and simple examples to figure out the meaning of unknown words. (CCSS L.1.4a; CA L.1.4a; MA L.1.4; NY 1L4; VA 1.RV.1A–B; TX §110.3(b)(2)(A)–(C); FL ELA.1.V.1.1)

Use Frequently Occurring Affixes as Clues - Recognize common prefixes and suffixes (un‑, re‑, ‑s, ‑ed, ‑ing) and use them to help determine word meanings. (CCSS L.1.4b; CA L.1.4b; MA L.1.4; NY 1L4; VA 1.RV.1; TX §110.3(b)(2)(A)–(C); FL ELA.1.V.1.1)

Identify Root Words and Their Inflectional Forms - Group words by root (look → looks, looked, looking) and explain how endings change the word. (CCSS L.1.4c; CA L.1.4c; MA L.1.4; NY 1L4; VA 1.RV.1; TX §110.3(b); FL ELA.1.V.1.1)

Sort Words into Categories and Explain Attributes - Sort words into categories to better understand the concepts they represent.

Define Words by Category and Key Attributes - Define words by telling their category and one or two key features (A duck is a bird that swims). (CCSS L.1.5b; CA L.1.5b; MA L.1.5; NY 1L5; VA 1.RV.1; TX §110.3(b); FL ELA.1.V.1.1)

Make Real-Life Connections to Words - Explain real-life connections between words and their use (a cozy corner at home; tools we use in class). (CCSS L.1.5c; CA L.1.5c; MA L.1.5; NY 1L5; VA 1.RV.1; TX §110.3(b); FL ELA.1.V.1.1)

Distinguish Shades of Meaning - Order verbs and adjectives by strength (look, peek, stare; small, tiny, gigantic) and act them out. (CCSS L.1.5d; CA L.1.5d; MA L.1.5; NY 1L5; VA 1.RV.1; TX §110.3(b); FL ELA.1.V.1.1)

Use Newly Learned Words in Speaking and Writing - Use new vocabulary from read-alouds and content study in conversations, labels, and sentences. (CCSS L.1.6; CA L.1.6; MA L.1.6; NY 1L6; VA 1.RV.1; TX §110.3(b); FL ELA.1.V.1.1)