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Grade 1 (pdf)
STANDARD #1 – Students will demonstrate the interest and ability to read age- appropriate materials fluently, with understanding and appreciation.
PHONOLOGICAL/PHONEMIC AWARENESS
Students will:
• count the number of words in an 8 - 10 word sentence.
• count syllables within a word
• substitute beginning sounds (e.g., pan, man).
• blend sounds into one-syllable words.
• isolate ending, beginning, and medial sounds.
• segment up to 4 sounds in words (e.g., s-l-i-t).
• use common word family patterns to read new words.
• substitute final sounds in a word (e.g., pat-pan).
• discriminate between short and long vowel sounds.
• delete beginning sounds (e.g., pat-at).
• identify the one that is different when given spoken sets like “dan, dan, den."
PHONETIC ANALYSIS
Students will:
• use known letter-sound correspondence to decode unknown words when reading text.
• discriminate and identify short and long vowel sounds.
• read words in context with the following symbol/sound associations:
• consonant blends: bl, fl, pl, sl, br, cr, dr, fr, gr, tr, str, sm, sn, sw, pr, cl, gl, tw, sp, spr, thr.
• consonant digraphs: ch, sh, th, and wh.
• read words in context with:
• suffixes: -s, -es, -ing, -er.
• three sounds of -ed (wanted, played, liked).
• prefixes: a-, be-, (away, begin).
• contractions: -n’t, -’ll.
• read words with R-controlled vowels (ar, er, ir, or, and ur).
• read abbreviations: Mr., Mrs., Ms.
• read simple compound words (e.g., into, today).
• decode phonetically regular one and two syllable words with short vowel sounds (e.g., mitten, jacket).
• decode phonetically regular one syllable words with silent –e pattern (e.g., time, make).
VOCABULARY
Students will:
• read the first 100 words on the High Frequency Word List. (See Appendix.)
• identify opposites.
• predict vocabulary to fill a space left in speech or writing, providing contextual clues are strong and language is familiar.
• recognize examples of alliteration and rhyme.
• locate last name in print.
TEXT STRUCTURE
Students will:
• begin to read a variety of manuscript fonts.
• use standard punctuation marks when reading aloud (period, question mark, quotation marks, exclamation point, and comma).
• identify title, author, title page, illustrator, about the author section, and dedication.
• alphabetize to the first letter.
READING BEHAVIORS
Students will:
• look through the text prior to reading to get an idea of the content.
• self monitor reading by cross-checking one source of information (semantic, syntactic, and phonetic) with another source of information.
• self-correct.
• interact with a book for 10 minutes individually or with a partner.
• identify a favorite book, author, or illustrator.
• self-monitor for meaning and attention to letter pattern (e.g., house/home).
• independently read appropriate level books for 10 minutes.
• cite evidence from text to support thinking.
• read material appropriate for the end of grade 1 with at least 90% accuracy.
FLUENCY
Students will:
• begin to read aloud with phrasing.
• begin to read end punctuation with proper inflection.
• read previously introduced or previously read grade appropriate text with oral fluency rates of at least 50-80 words correct per minute. (See Fluency Appendix.).
METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.
CONNECTING
Students will:
• make text-to-self, text-to-text, and text-to-world connections.
QUESTIONING
Students will:
• ask questions about text before, during, or after reading.
• notice when difficulties are encountered in understanding text.
VISUALIZING
Students will:
• explain or draw their sensory reactions to the text with teacher prompting.
• visualize in response to texts with teacher support.
DETERMINING IMPORTANCE
Students will:
• retell beginning, middle and end of a story.
• dramatize, illustrate, or retell stories that have been read.
• read and follow two-part printed directions.
• state the main problem and solution of a story.
• state the main character(s) and setting of a story.
• identify the physical characteristics and personality of main characters.
INFERRING
Students will:
• make appropriate predictions based on illustrations or portions of the text.
SYNTHESIZING
Students will:
• identify the topic of the text or explain the title.
STANDARD #2 – Students will demonstrate the interest and ability to write effectively for a variety of purposes and audiences.
CONTENT
Students will:
• write first and last name independently using appropriate lower case letters.
• write 5 or more related sentences.
• write from model sentence patterns.
• write in complete sentences.
• write a response to a question about a text read aloud or independently.
• bring at least one piece of writing to final copy.
• list steps of a procedure in a logical order with instructional support.
SPELLING
Students will:
• demonstrate competence in outcomes listed in section on PHONOLOGICAL/PHONEMIC AWARENESS under Standard One.
• spell words with regular short vowel patterns (e.g., cvc words such as bat, hot, pig, rug, pet).
• spell words with one syllable ‘silent e’ spelling pattern (e.g., name, time, hope).
• spell correctly first grades list of Commonly Misspelled words. (See Appendix.)
• build simple word families (e.g., fat, cat, mat, sat; name, game, same).
• change a letter in a cvc word to form a new word (e.g., hot, hit, hat; pen pet, peg; bud, bug, bus).
PROCESS
Students will:
• write on a daily basis.
• begin to use steps of the writing process. (See Glossary.)
• initiate own writing.
• participate in teacher conferences.
• add details with prompting.
• reread what they have written.
• revise one or more words during or after a conference.
• share writing samples with an audience on a regular basis.
• share a final piece of writing with an audience.
GRAMMAR/USAGE/MECHANICS
Students will:
Capitalize:
• I.
• first letters of first and last names.
• first letter in a sentence.
• first letter in proper names of people.
Punctuate:
• period at end of simple sentence.
• question mark at end of simple asking sentence with teacher support.
HANDWRITING
Students will:
• demonstrate efficient pencil grasp.
• establish an understanding of spatial and directional concepts that relate to letter and number formation.
• write all upper and lower case letters and digits (0-9) using correct formation.
• demonstrate a proper sitting posture.
• space and size letters correctly.
• leave appropriate spacing between words.
STANDARD #3 – Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
Students will:
• use appropriate articulation, pronunciation, volume, and inflection with support.
• initiate conversations.
• listen and view responsively by using eye contact, body language, and focus.
• use language to describe objects, events, ideas, or feelings.
• follow and give a three-step direction.
• monitor understanding of the spoken message and seek clarification as needed.
• gain increasing control of spoken grammar, such as subject-verb agreement, complete sentences, and correct tense.
• participate appropriately in group discussions.
• make clear announcements.
• use verbal fluency (e.g., tone, rate, rhythm, and expression).
• listen to and view presentations to gather information, solve problems, and enjoy literature.
• listen and talk about experiences, customs, and cultures.
• present dramatic interpretations of experiences, stories, poems, and/or plays.
• listen responsively to rhymes, alliteration, songs, conversations, contemporary and classic stories, and to other texts read aloud.
• identify and generate rhymes and alliteration.
• retell stories.
STANDARD #4 – Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
READING BEHAVIORS
Students will:
• begin to recognize the characteristics of a variety of types of literature.
• listen to read-aloud selections for specific purposes as identified by the teacher.
• understand the literary terms and concepts: rhyme, rhythm, title, author, alliteration, illustrator, and character.
• notice when difficulties are encountered in understanding the text.
• notice when difficulties are encountered in understanding the written sentence.
• stop, reread, and/or ask for help when difficulties are encountered in understanding the text.
METACOGNITIVE STRATEGIES
• Use comprehension strategies (flexibly and as needed) while reading or listening to literature.
CONNECTING
Students will:
• make text-to-self, text-to-text, and text-to-world connections about works they read, hear, and view.
QUESTIONING
Students will:
• ask questions about texts including questions about plot, sequence of events, setting, character, theme, and problem/conflict through works they read, hear, and view.
• answer questions about texts including questions about plot, setting, character, theme, and problem/conflict through works they read, hear, and view.
VISUALIZING
Students will:
• explain or draw their sensory reactions to written, spoken, and audio-visual texts.
• use their senses in response to texts with teacher support.
INFERRING
Students will:
• identify author’s purpose or intent in written, spoken, or audio-visual texts with teacher support.
• make predictions based on illustrations, rhyme, or portions of stories.
STANDARD #5 – Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas.
Students will:
• begin to ask appropriate questions to obtain information and clarify meaning.
• use picture and spelling dictionaries.
• use simple organizational structures such as alphabetical order using the first letter.
• listen to, view, and understand factual information through a variety of resources including literature, field trips, interviews, and observations.
• continue to participate in group discussions and begin to use a variety of resources to generate lists on given topics.
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