Crosswalk English All Grades - Ala

CC.K.R.L.9 Integration of Knowledge and Ideas: With prompting and support,compare and contrast the adventures and experiences of characters in familiarstories.CC.K.R.L.10 Range of Reading and Level of Text Complexity: Actively engage ingroup reading activities with purpose and understanding.4.1.3 Respond to literature and creative expressions of ideas in various formatsand genres.3.1.2 Participate and collaborate as members of a social and intellectual networkof learners.3.2.2 Show social responsibility by participating actively with others in learningsituations and by contributing questions and ideas during group discussions.CC.K.SL.1 Comprehension and Collaboration: Participate in collaborativeconversations with diverse partners about kindergarten topics and texts withpeers and adults in small and larger groups.3.3.5 Contribute to the exchange of ideas within and beyond the learningcommunity.1.3.4 Contribute to the exchange of ideas within the learning community.1.4.1 Monitor own information seeking processes for effectiveness and progress,and adapt as necessary.1.4.2 Use interaction with and feedback from teachers and peers to guide owninquiry process.1.4.3 Monitor gathered information and assess for gaps or weaknesses.1.4.4 Seek appropriate help when needed.2.1.5 Collaborate with others to exchange ideas, develop new understandings,make decisions, and solve problems.CC.K.SL.1.a Comprehension and Collaboration: Follow agreed-upon rules fordiscussions (e.g., listening to others and taking turns speaking about the topics andtexts under discussion).3.1.2 Participate and collaborate as members of a social and intellectual networkof learners.2.1.5 Collaborate with others to exchange ideas, develop new understandings,make decisions, and solve problems.3.1.2 Participate and collaborate as members of a social and intellectual networkof learners.3.2.2 Show social responsibility by participating actively with others in learningsituations and by contributing questions and ideas during group discussions.3.3.2 Respect the differing interests and experiences of others and seek a varietyof viewpoints.American Association of School Librarians, 50 E. Huron St., Chicago, IL 60611 2011 by the American Library AssociationPermission to use, reproduce, and distribute this document is hereby grants for private, non-commercial, and education purposes only.5

CC.K.SL.1.b Comprehension and Collaboration: Continue a conversation throughmultiple exchanges.CC.K.SL.2 Comprehension and Collaboration: Confirm understanding of a text readaloud or information presented orally or through other media by asking andanswering questions about key details and requesting clarification if something isnot understood.2.1.5 Collaborate with others to exchange ideas, develop new understandings,make decisions, and solve problems.3.1.2 Participate and collaborate as members of a social and intellectual networkof learners.1.1.3 Develop and refine a range of questions to frame search for newunderstanding.1.1.6 Read, view, and listen for information presented in any format (e.g., textual,visual, media, digital) in order to make inferences and gather meaning.1.1.7 Make sense of information gathered from diverse sources by identifyingmisconceptions, main and supporting ideas, conflicting information, and point ofview or bias.1.4.4 Seek appropriate help when needed.2.4.1 Determine how to act on information (accept, reject, modify).CC.K.SL.3 Comprehension and Collaboration: Ask and answer questions in order toseek help, get information, or clarify something that is not understood.3.2.2 Show social responsibility by participating actively with others in learningsituations and by contributing questions and ideas during group discussions.1.1.3 Develop and refine a range of questions to frame search for newunderstanding.1.1.9 Collaborate with others to broaden and deepen understanding.1.4.2 Use interaction with and feedback from teachers and peers to guide owninquiry process.1.4.4 Seek appropriate help when needed.CC.K.SL.4 Presentation of Knowledge and Ideas: Describe familiar people, places,things, and events and, with prompting and support, provide additional detail.CC.K.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visualdisplays to descriptions as desired to provide additional detail.2.2.1 Demonstrate flexibility in use of resources by adapting information strategiesto each specific resource and by seeking additional resources when clearconclusions cannot be drawn.2.1.6 Use the writing process, media and visual literacy, and technology skills tocreate products that express new understandings.2.1.6 Use the writing process, media and visual literacy, and technology skills tocreate products that express new understandings.American Association of School Librarians, 50 E. Huron St., Chicago, IL 60611 2011 by the American Library AssociationPermission to use, reproduce, and distribute this document is hereby grants for private, non-commercial, and education purposes only.6

CC.K.SL.6 Presentation of Knowledge and Ideas: Speak audibly and expressthoughts, feelings, and ideas clearly.CC.K.W.1 Text Types and Purposes: Use a combination of drawing, dictating, andwriting to compose opinion pieces in which they tell a reader the topic or thename of the book they are writing about and state an opinion or preference aboutthe topic or book (e.g., My favorite book is . . .).3.1.2 Participate and collaborate as members of a social and intellectual networkof learners.3.1.3 Use writing and speaking skills to communicate new understandingseffectively.2.1.6 Use the writing process, media and visual literacy, and technology skills tocreate products that express new understandings.2.2.4 Demonstrate personal productivity by completing products to expresslearning.3.1.3 Use writing and speaking skills to communicate new understandingseffectively.CC.K.W.2 Text Types and Purposes: Use a combination of drawing, dictating, andwriting to compose informative/explanatory texts in which they name what theyare writing about and supply some information about the topic.4.1.3 Respond to literature and creative expressions of ideas in various formatsand genres.2.1.6 Use the writing process, media and visual literacy, and technology skills tocreate products that express new understandings.2.2.4 Demonstrate personal productivity by completing products to expresslearning.3.1.3 Use writing and speaking skills to communicate new understandingseffectively.3.1.4 Use technology and other information tools to organize and displayknowledge and understanding in ways that others can view, use, and assess.CC.K.W.3 Text Types and Purposes: Use a combination of drawing, dictating, andwriting to narrate a single event or several loosely linked events, tell about theevents in the order in which they occurred, and provide a reaction to whathappened.4.1.3 Respond to literature and creative expressions of ideas in various formatsand genres.2.1.6 Use the writing process, media and visual literacy, and technology skills tocreate products that express new understandings.2.2.4 Demonstrate personal productivity by completing products to expresslearning.3.1.3 Use writing and speaking skills to communicate new understandingseffectively.American Association of School Librarians, 50 E. Huron St., Chicago, IL 60611 2011 by the American Library AssociationPermission to use, reproduce, and distribute this document is hereby grants for private, non-commercial, and education purposes only.7

CC.K.W.5 Production and Distribution of Writing: With guidance and support fromadults, respond to questions and suggestions from peers and add details tostrengthen writing as needed.CC.K.W.6 Production and Distribution of Writing: With guidance and support fromadults, explore a variety of digital tools to produce and publish writing, including incollaboration with peers.2.1.5 Collaborate with others to exchange ideas, develop new understandings,make decisions, and solve problems.2.1.4 Use technology and other information tools to analyze and organizeinformation.2.1.6 Use the writing process, media and visual literacy, and technology skills tocreate products that express new understandings.3.1.3 Use writing and speaking skills to communicate new understandingseffectively.CC.K.W.7 Research to Build and Present Knowledge: Participate in shared researchand writing projects (e.g., explore a number of books by a favorite author andexpress opinions about them).3.2.3 Demonstrate teamwork by working productively with others.1.1.6 Read, view, and listen for information presented in any format (e.g., textual,visual, media, digital) in order to make inferences and gather meaning.1.1.9 Collaborate with others to broaden and deepen understanding.2.1.5 Collaborate with others to exchange ideas, develop new understandings,make decisions, and solve problems.3.1.2 Participate and collaborate as members of a social and intellectual networkof learners.CC.K.W.8 Research to Build and Present Knowledge: With guidance and supportfrom adults, recall information from experiences or gather information fromprovided sources to answer a question.3.2.3 Demonstrate teamwork by working productively with others.1.1.2 Use prior and background knowledge as context for new learning.1.1.6 Read, view, and listen for information presented in any format (e.g., textual,visual, media, digital) in order to make inferences and gather meaning.2.3.1 Connect understanding to the real world.4.1.5 Connect ideas to own interests and previous knowledge and experience.American Association of School Librarians, 50 E. Huron St., Chicago, IL 60611 2011 by the American Library AssociationPermission to use, reproduce, and distribute this document is hereby grants for private, non-commercial, and education purposes only.8

Crosswalk of the Common Core Standards and the Standards for the 21st-Century LearnerEnglish Language ArtsCommon Core CrosswalkFirst GradeAASL StandardsCC.1.L.1 Conventions of Standard English: Demonstrate command of theconventions of standard English grammar and usage when writing or speaking.CC.1.L.1.a Conventions of Standard English: Print all upper- and lowercase letters.CC.1.L.1.b Conventions of Standard English: Use common, proper, and possessivenouns.CC.1.L.1.c Conventions of Standard English: Use singular and plural nouns withmatching verbs in basic sentences (e.g., He hops; We hop).CC.1.L.1.d Conventions of Standard English: Use personal, possessive, andindefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).CC.1.L.1.e Conventions of Standard English: Use verbs to convey a sense of past,present, and future (e.g., Yesterday I walked home; Today I walk home; TomorrowI will walk home).CC.1.L.1.f Conventions of Standard English: Use frequently occurring adjectives.CC.1.L.1.g Conventions of Standard English: Use frequently occurring conjunctions(e.g., and, but, or, so, because).CC.1.L.1.h Conventions of Standard English: Use determiners (e.g., articles,demonstratives).CC.1.L.1.i Conventions of Standard English: Use frequently occurring prepositions(e.g., during, beyond, toward).CC.1.L.1.j Conventions of Standard English: Produce and expand complete simpleand compound declarative, interrogative, imperative, and exclamatory sentencesin response to prompts.CC.1.L.2 Conventions of Standard English: Demonstrate command of theconventions of standard English capitalization, punctuation, and spelling whenwriting.CC.1.L.2.a Conventions of Standard English: Capitalize dates and names of people.CC.1.L.2.b Conventions of Standard English: Use end punctuation for sentences.CC.1.L.2.c Conventions of Standard English: Use commas in dates and to separatesingle words in a series.CC.1.L.2.d Conventions of Standard English: Use conventional spelling for wordswith common spelling patterns and for frequently occurring irregular words.CC.1.L.2.e Conventions of Standard English: Spell untaught words phonetically,drawing on phonemic awareness and spelling conventions.American Association of School Librarians, 50 E. Huron St., Chicago, IL 60611 2011 by the American Library AssociationPermission to use, reproduce, and distribute this document is hereby grants for private, non-commercial, and education purposes only.Page 1

CC.1.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning ofunknown and multiple-meaning words and phrases based on grade 1 reading andcontent, choosing flexibly from an array of strategies.CC.1.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue tothe meaning of a word or phrase.CC.1.L.4.b Vocabulary Acquisition and Use: Use frequently occurring affixes as aclue to the meaning of a word.CC.1.L.4.c Vocabulary Acquisition and Use: Identify frequently occurring rootwords (e.g., look) and their inflectional forms (e.g., looks, looked, looking).CC.1.L.5 Vocabulary Acquisition and Use: With guidance and support from adults,demonstrate understanding of word relationships and nuances in word meanings.CC.1.L.5.a Vocabulary Acquisition and Use: Sort words into categories (e.g., colors,clothing) to gain a sense of the concepts the categories represent.CC.1.L.5.b Vocabulary Acquisition and Use: Define words by category and by oneor more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat withstripes).CC.1.L.5.c Vocabulary Acquisition and Use: Identify real-life connections betweenwords and their use (e.g., note places at home that are cozy).CC.1.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning amongverbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) andadjectives differing in intensity (e.g., large, gigantic) by defining or choosing themor by acting out the meanings.CC.1.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired throughconversations, reading and being read to, and responding to texts, including usingfrequently occurring conjunctions to signal simple relationships (e.g., I named myhamster Nibblet because she nibbles too much because she likes that).CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization andbasic features of print.CC.1.R.F.1.a Print Concepts: Recognize the distinguishing features of a sentence(e.g., first word, capitalization, ending punctuation).CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words,syllables, and sounds (phonemes).CC.1.R.F.2.a Phonological Awareness: Distinguish long from short vowel sounds inspoken single-syllable words .CC.1.R.F.2.b Phonological Awareness: Orally produce single-syllable words byblending sounds (phonemes), including consonant blends.CC.1.R.F.2.c Phonological Awareness: Isolate and pronounce initial, medial vowel,and final sounds (phonemes) in spoken single-syllable words.CC.1.R.F.2.d Phonological Awareness: Segment spoken single-syllable words intotheir complete sequence of individual sounds (phonemes).1.1.2 Use prior and background knowledge as context for new learning.American Association of School Librarians, 50 E. Huron St., Chicago, IL 60611 2011 by the American Library AssociationPermission to use, reproduce, and distribute this document is hereby grants for private, non-commercial, and education purposes only.2

CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonicsand word analysis skills in decoding words.CC.1.R.F.3.a Phonics and Word Recognition: Know the spelling-soundcorrespondences for common consonant digraphs (two letters that represent onesound).CC.1.R.F.3.b Phonics and Word Recognition: Decode regularly spelled one-syllablewords.CC.1.R.F.3.c Phonics and Word Recognition: Know final -e and common vowelteam conventions for representing long vowel sounds.CC.1.R.F.3.d Phonics and Word Recognition: Use knowledge that every syllablemust have a vowel sound to determine the number of syllables in a printed word.CC.1.R.F.3.e Phonics and Word Recognition: Decode two-syllable words followingbasic patterns by breaking the words into syllables.CC.1.R.F.3.f Phonics and Word Recognition: Read words with inflectional endings.CC.1.R.F.3.g Phonics and Word Recognition: Recognize and read gradeappropriate irregularly spelled words.CC.1.R.F.4 Read with sufficient accuracy and fluency to support comprehension.CC.1.R.F.4.a Read grade-level text with purpose and understanding.1.1.6 Read, view, and listen for information presented in any format (e.g., textual,visual, media, digital) in order to make inferences and gather meaning.CC.1.R.F.4.b Read grade-level text orally with accuracy, appropriate rate, andexpression.CC.1.R.F.4.c Use context to confirm or self-correct word recognition andunderstanding, rereading as necessary.CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in atext.CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of atext.1.1.6 Read, view, and listen for information presented in any format (e.g., textual,visual, media, digital) in order to make inferences and gather meaning.1.1.6 Read, view, and listen for information presented in any format (e.g., textual,visual, media, digital) in order to make inferences and gather meaning.CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals,events, ideas, or pieces of information in a text.1.1.7 Make sense of information gathered from diverse sources by identifyingmisconceptions, main and supporting ideas, conflicting information, and point ofview or bias.1.1.6 Read, view, and listen for information presented in any format (e.g., textual,visual, media, digital) in order to make inferences and gather meaning.CC.1.R.I.4 Craft and Structure: Ask and answer questions to help determine orclarify the meaning of words and phrases in a text.1.1.7 Make sense of information gathered from diverse sources by identifyingmisconceptions, main and supporting ideas, conflicting information, and point ofview or bias.1.1.3 Develop and refine a range of questions to frame search for newunderstanding.American Association of School

English Language Arts Kindergarten Common Core Crosswalk AASL Standards CC.K.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.K.L.1.a Conventions of Standard English: Print many upper- and lowercase letters.