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First Grade

Reading and Responding

Standard 1

1. Demonstrate understanding of phonemic awareness by:

·      creating and stating a series of rhyming words, including consonant blends

·      distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words

·      distinguishing long- and short-vowel sounds related to the same letter in one-syllable spoken words (e.g., the a is short in ran and long in make)

·      segmenting single-syllable real and nonsense words with as many as five sounds (phonemes) into separate sounds (phonemes) and blending as many as five sounds (phonemes) into single-syllable real or nonsense words, without looking at the word or letters in print

·      adding, deleting, or substituting sounds (phonemes) to create new words (ELA-1-E1)

2. Demonstrate understanding of phonics by:

·      decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long vowels spelled with more than one letter, including silent e

·      reading one- and two-syllable words with short- and long-vowel sounds spelled with common spelling patterns

·      identifying and reading words from common word families

·      recognizing base words and their inflectional forms (e.g., suffixes, -s, -es, -ed, -ing, -est, -er)

·      reading high-frequency, grade-appropriate nonphonetic words with automaticity) (ELA-1-E1)

3.     Use pictures and context clues to confirm meaning of unfamiliar words (ELA-1-E1)

4.        Identify grade-appropriate compound words in print (ELA-1-E1)

5.        Identify grade-appropriate contractions (e.g., isn't, can't, don't) (ELA-1-E1)

6.        Identify words in categories with shared conceptual or definitional characteristics (ELA-1-E1)

7.        Give more than one definition for grade-appropriate words that have more than one meaning (ELA-1-E2)

8.        Identify the author and the illustrator of a book (ELA-1-E2)

9.        Identify that the first sentence of a paragraph is indented (ELA-1-E2)

10.    Identify table of contents in a book (ELA-1-E3)

11.    Demonstrate ability to read and follow two-step written directions (ELA-1-E3)

12.    Identify story elements, including:

·      speaker or narrator

·      setting

·      characters

·      plot

·      problems and solutions (ELA-1-E4)

13.    Identify literary devices, including dialogue (ELA-1-E4)

14.    Retell a story’s beginning, middle, and end (ELA-1-E5)

15.    Retell important facts from informational text (ELA-1-E5)

16.    Compare the similarities/differences between events in a story and events in life (ELA-1-E6)

17.    Identify themes in texts and relate themes to personal prior experience or experience of others (ELA-1-E6)

18.    Demonstrate oral reading fluency of at least 40 words per minute in first-grade text with appropriate phrasing and intonation (ELA-1-E7)

Standard 6

19.    Identify and state/tell cultural differences found in literature read aloud (ELA-6-E1)

20.    Explain the difference between a fable and a fairy tale (ELA-6-E2)

21.    Distinguish between a poem, a fable, and a fairy tale (ELA-6-E3)

Standard 7

22.    Demonstrate understanding of information in texts using a variety of strategies, including:

·      identifying the main idea and some details in a text

·      after finishing a story, discuss predictions made during reading to determine whether they were reasonable

·      making simple inferences about characters and events

·      resolving questions about meaning by using prior knowledge, basic reasoning skills, context clues, and pictures during read-alouds (ELA-7-E1)

23.    Identify alternative solutions and consequences to a problem in texts (ELA-7-E2)

24.    Identify an author’s purpose for writing (e.g., to entertain, to inform, to describe) (ELA-7-E3)

25.    Apply basic reasoning skills, including:

·      identifying simple causes and effects in stories

·      telling differences between reality and fantasy in texts

·      formulating questions beginning with who, what, when, where, and why about texts read independently (ELA-7-E4)

Writing

Standard 2

26.    Write simple stories with a central idea or event; a beginning, middle, and end; and details (ELA-2-E1)

27.    Use specific action and descriptive words when writing a story, description, or narration (e.g., stomped instead of walked and magnificent instead of big) for a specific purpose and/or audience (ELA-2-E2)

28.    Participate in group writing activities and processes, including:

·      using prewriting strategies, including listing, brainstorming, and drawing to generate ideas for writing

·      planning for writing by completing a partially completed graphic organizer

·      writing a first draft of a story, letter, or description using complete sentences

·      conferencing with a teacher or peers about how to improve writing and incorporate ideas into final paper

·      revising/editing own writing in first draft

·      creating individual and class-written texts for publication (ELA-2-E3)

29.    Independently write a variety of grade-appropriate compositions, including:

·      simple letters, notes, and stories

·      simple informational descriptions

·      simple rhymes and poems (ELA-2-E4)

30.    Use literary devices including dialogue and sensory details in shared writing activities (ELA-2-E5)

31.    Write for various purposes, including:

·      responses that include simple judgments about stories and texts

·      responses that follow simple formats, including envelopes, lists, and journals (ELA-2-E6)

Writing/Proofreading

Standard 3

32.    Write a legible sentence demonstrating proper figure grounding on a line and appropriate spacing between words (ELA-3-E1)

33.    Use standard English punctuation, including:

·      correctly writing common contractions such as isn't, we’ll and I'd

·      periods, exclamation points, and question marks at the end of sentences

·      commas to separate words in a series (ELA-3-E2)

34.    Capitalize the first word of a sentence, names of people, the pronoun I, and the names of months and days (ELA-3-E2)

35.    Use the singular and plural forms of high-frequency and commonly used words (ELA-3-E3)

36.    Identify and use a subject and a verb when writing a complete sentence (ELA-3-E3)

37.    Distinguish between a complete and an incomplete sentence (ELA-3-E3)

38.    Identify different types of sentences including telling, asking, and exclaiming (ELA-3-E3)

39.    Identify and use knowledge of parts of speech, including:

·      basic singular and plural nouns, pronouns, verbs

·      common conjunctions such as and, but, and because

·      simple transitional words including first, second, and finally (ELA-3-E4)

40.    Spell grade-appropriate words, including:

·      one-syllable words and selected grade-appropriate two-syllable words with regular spellings for long- and short-vowel sounds

·      high-frequency, grade-level words including words with irregular spellings, such as was, were, says, said, who, what, and why (ELA-3-E5)

41.    Create phonetically spelled written work that can be read by the writer and others (ELA-3-E5)

42.    Spell unfamiliar words using various phonics strategies, including:

·      segmenting

·      sounding out

·      matching familiar words and word parts

·      using word walls and word banks (ELA-3-E5)

43. Use a beginner's dictionary to verify correct spelling (ELA-3-E5)

44.    Alphabetize to the first letter (ELA-3-E5)

Speaking and Listening

Standard 4

45.    Speak clearly at a speed and volume appropriate for purpose and setting (ELA-4-E1)

46.    Follow classroom procedures (e.g., organizing materials) according to teacher directions (ELA-4-E2)

47.    Give or explain directions for simple processes (e.g., explaining an assignment) to classmates (ELA-4-E2)

48.    Ask questions to clarify directions and/or classroom routines (ELA-4-E2)

49.    Retell stories with the following included:

·      sequential order using vocabulary from the story

·      descriptive words to answer questions about characters, settings, and events of a story (ELA-4-E3)

50.    Recite parts of familiar literature to the class (ELA-4-E4)

51.    Give oral presentations about familiar experiences or topics using eye contact and adequate volume (ELA-4-E4)

52.    Give oral presentations that have a recognizable organization (e.g., sequence, summary) (ELA-4-E4)

53.    Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA-4-E5)

54.    Listen and orally respond to information presented in a variety of media, such as audio and video recordings (ELA-4-E6)

55.    Maintain the topic of conversation with a classmate (ELA-4-E7)

56.    Engage in discussions about classroom procedures and rules (ELA-4-E7)

Information Resources

Standard 5

57.    Locate information using the organization features of various media, including:

·      the keyboard to enter information on a computer

·      a picture dictionary (ELA-5-E1)

58.    Use various sources, including print materials and observations, to gather information to explain a topic (ELA-5-E2)

59.    Record data through pictures or words (ELA-5-E3)

60.    Use graphic organizers to categorize information and create informal outlines individually and during class discussions (ELA-5-E3)

61.    Use technology to publish class work such as research questions and answers (ELA-5-E4)

62.    Locate and read information on simple charts and graphs (ELA-5-E6)