Understanding cohesion
Understanding cohesion and how language resources across a text contribute to the way a text unfolds and flows.
| RL.1.5
| RI.1.5
| W.1.1
| W.1.2
| W.1.3
| W.1.5
| SL.1.4
| L.1.1
|
Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one day, after, then) to comprehending texts and writing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., a long time ago, suddenly) to comprehending texts and writing texts in shared language activities guided by the teacher and with increasing independence.
Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, after that, first/ second/third) to comprehending texts and writing texts in shared language activities guided by the teacher and independently.
Understanding cohesion
Understanding cohesion and how language resources across a text contribute to the way a text unfolds and flows.
| RL.1.5
| RI.1.5
| W.1.1
| W.1.2
| W.1.3
| W.1.5
| SL.1.4
| L.1.1
|
Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one day, after, then) to comprehending texts and writing texts in shared language activities guided by the teacher, with peers, and sometimes independently.
Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., a long time ago, suddenly) to comprehending texts and writing texts in shared language activities guided by the teacher and with increasing independence.
Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, after that, first/ second/third) to comprehending texts and writing texts in shared language activities guided by the teacher and independently.
