|
GRADE 1 - Language Arts Curriculum Standards |
||
|
READING |
||
|
1.0. WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Concepts About Print: 1.1. match oral words to printed words 1.2. identify the title and author of a reading selection 1.3. identify letters, words, and sentences Phonemic Awareness: 1.4. distinguish initial, medial, and final sounds in single-syllable words 1.5. distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite) 1.6. create and state a series of rhyming words, including consonant blends 1.7. add, delete or change target sounds in order to change words (e.g., change cow to how; pan to an) 1.8. blend two to four phonemes into a recognizable word (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat). 1.9. segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ =splat; /r/I/ch/ = rich).
Decoding and Word Recognition: 1.10. generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and combine those sounds into recognizable words 1.11. read common, irregular sight words (e.g., the, have, said, come, give, of) 1.12. use knowledge of vowel digraphs and r-controlled letter-sound associations to read words 1.13. read compound words and contractions 1.14. read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking) 1.15. read common word families (e.g., -ite, -ill, -ate) 1.16. read aloud with fluency in a manner that sounds like natural speech
Vocabulary and Concept Development: 1.17 classify grade-appropriate categories of words (e.g., concrete collections like animals and foods)
GRADE 1 2.0. READING COMPREHENSION: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade one, students begin to make progress toward this goal.
Structural Features of Informational Materials: 2.1. identify text which uses sequence and/or logical order Comprehension and Analysis of Grade-Level-Appropriate Text: 2.2. respond to who, what, when, where, and how questions 2.3. follow one-step written instructions 2.4. use context to resolve ambiguities about word and sentence meanings 2.5. confirm predictions about what will happen next in text by identifying key words (i.e., signpost words) 2.6. relate prior knowledge to textual information 2.7. retell the central ideas of simple expository or narrative passages
GRADE 1 3.0. LITERARY RESPONSE AND ANALYSIS:Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). Narrative Analysis of Grade-Level-Appropriate Text: 3.1. identify and describe the story elements of plot, setting, and characters, including the story's beginning, middle, and ending 3.2. describe the role and contribution of authors and illustrators to print materials 3.3. recollect, talk, and write about books read during the school year
WRITING GRADE 1 1.0. WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions). Organization and Focus: 1.1. select a focus when writing 1.2. use descriptive words when writing Penmanship: 1.3. print legibly and space letters, words, and sentences appropriately GRADE 1 2.0. WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the Grade 1 writing strategies outlined in Writing Standard 1.0, students: 2.1. write brief narratives describing an experience (e.g., fictional, autobiographical) 2.2. write brief expository descriptions of a real object, person, place, or event using sensory details
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS English Language Conventions are integral both to Writing and to Listening and Speaking. Thus, these standards have been placed between the other two.
GRADE 1 1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level. Sentence Structure: 1.1. write and speak in complete, coherent sentences Grammar: 1.2. identify and correctly use singular and plural nouns 1.3. identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive pronouns (e.g., 's, my/mine, his/her, hers, your/s) in writing and speaking Punctuation: 1.4. distinguish between declarative, exclamatory, and interrogative sentences 1.5. use period, exclamation point, or question mark at the end of sentences 1.6. use knowledge of basic punctuation and capitalization when reading Capitalization: 1.7. correctly capitalize the first word of a sentence, names of people, and the pronoun "I" Spelling: 1.8. spell three- and four-letter short-vowel words and phonetically spell other sight words correctly LISTENING AND SPEAKING GRADE 1 1.0. LISTENING AND SPEAKING STRATEGIES: Students listen and respond critically to oral communication. They speak in a manner that guides and informs the listener's understanding of key ideas, using appropriate phrasing, pitch, and modulation. Comprehension: 1.1. listen attentively 1.2. ask questions for clarification and understanding 1.3. give, restate, and follow simple two-step directions Organization and Delivery of Oral Communication: 1.4. stay on topic when speaking 1.5. use descriptive words when speaking about people, places, things, and events GRADE 1 2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.
Using the Grade 1 speaking strategies outlined in Listening and Speaking Standard 1.0, students: 2.1. recite poems, rhymes, songs, and stories 2.2. retell stories using basic story grammar, sequencing story events by answering who, what, when, where, why, and how questions 2.3. relate an important life event or personal experience using simple sequencing 2.4. provide descriptions with careful attention to sensory detail |
Where do you want to go now?
|
Spelling Contract - Growing Things Start of School |
|
|
Developmental Writing Checklist
|
|
|
|
|
|
|
|
|
|
Site designed and maintained by Gigglepotz.com 2000. Designs and Information contained on this Site are the property of Gigglepotz.com Any duplication of this Site is strictly prohibited. |
|
