State+Standards+Gr.+1

Language Arts: Phonemic Awareness, Word Recognition and Fluency ** 1. Identify and distinguish between letters, words and sentences. 2. Identify and say the beginning and ending sounds in words. 3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters. 4. Decode by using letter-sound matches. 5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. 6. Blend two to four phonemes (sounds) into words. 7. Add, delete or change sounds in a given word to create new or rhyming words. 8. Demonstrate a growing stock of sight words. 9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. 10. Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning.
 * Content Standards Grade 1

1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading. 2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms). 3. Classify words into categories (e.g., colors, fruits, vegetables). 4. Recognize common sight words. 5. Recognize that words can sound alike but have different meanings (e.g., homophones such as hair and hare). 6. Predict the meaning of compound words using knowledge of individual words (e.g., daydream, raindrop). 7. Recognize contractions (e.g., isn’t, aren’t, can’t, won’t) and common abbreviations (e.g., Jan., Feb.). 8. Read root words and their inflectional endings (e.g., walk, walked, walking). 9. Determine the meaning of unknown words using a beginner’s dictionary.
 * Acquisition of Vocabulary **

1. Describe the role of authors and illustrators. 2. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained). 3. Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions. 4. Make predictions while reading and support predictions with information from the text or prior experience. 5. Compare information (e.g., recognize similarities) in texts with prior knowledge and experience. 6. Recall the important ideas in fictional and non-fictional texts. 7. Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension. 8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. 9. Monitor comprehension of independently- or group-read texts by asking and answering questions. 10. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). 11. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
 * Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies **

1. Use title page, photographs, captions and illustrations (text features) to develop comprehension of informational texts. 2. Identify the sequence of events in informational text. 3. Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how). 4. Identify central ideas and supporting details of informational text with teacher assistance. 5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction. 6. Follow multiple-step directions.
 * Reading Applications: Informational, Technical and Persuasive Text **

1. Provide own interpretation of story, using information from the text. 2. Identify characters, setting and events in a story. 3. Retell the beginning, middle and ending of a story, including its important events. 4. Identify differences between stories, poems and plays. 5. Recognize predictable patterns in stories and poems.
 * Reading Applications: Literary Text **

1. Generate writing ideas through discussions with others. 2. Develop a main idea for writing. 3. Determine purpose and audience. 4. Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing. 5. Organize writing to include a beginning, middle and end. 6. Construct complete sentences with subjects and verbs. 7. Mimic language from literature when appropriate. 8. Use available technology to compose text. 9. Reread own writing for clarity. 10. Add descriptive words and details. 11. Use resources (e.g., a word wall, beginner’s dictionary, word bank) to select effective vocabulary. 12. Proofread writing to improve conventions (e.g., grammar, spelling, punctuation and capitalization). 13. Apply tools (e.g., rubric, checklist, feedback) to judge the quality of writing. 14. Rewrite and illustrate writing samples for display and for sharing with others.
 * Writing Processes **

1. Write simple stories with a beginning, middle and end that include descriptive words and details. 2. Write responses to stories that include simple judgments about the text. 3. Write friendly letters or invitations that follow a simple letter format. 4. Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.
 * Writing Applications **

1. Print legibly and space letters, words and sentences appropriately. 2. Spell words correctly with regular short vowel patterns and most common long vowel words (e.g., time, name). 3. Spell high-frequency words correctly. 4. Create phonetically-spelled written work that can usually be read by the writer and others. 5. Spell unfamiliar words using strategies such as segmenting, sounding out and matching familiar words and word parts. 6. Use end punctuation correctly, including question marks, exclamation points and periods. 7. Use correct capitalization (e.g., the first word in a sentence, names and the pronoun I). 8. Use nouns, verbs and adjectives (descriptive words).
 * Writing Conventions **

1. Discuss ideas for investigation about a topic or area of personal interest. 2. Utilize appropriate searching techniques to gather information, with teacher assistance, from a variety of locations (e.g., classroom, school library, public library or community resources). 3. Use books or observations to gather information to explain a topic or unit of study with teacher assistance. 4. Recall important information about a topic with teacher assistance. 5. Report information to others.
 * Research **

1. Use active listening skills, such as making eye contact or asking questions. 2. Compare what is heard with prior knowledge and experience. 3. Follow simple oral directions. 4. Speak clearly and understandably. 5. Deliver brief informational presentations that: a. demonstrate an understanding of the topic; b. include and sort relevant information and details to develop topic; c. organize information with a clear beginning and ending; and d. express opinions. 6. Deliver brief informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details. 7. Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and stories).
 * Communication: Oral and Visual **

1. Use ordinal numbers to order objects; e.g., first, second, third. 2. Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by “10 blocks,” full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother’s age. 3. Read and write the numerals for numbers to 100. 4. Count forward to 100, count backwards from 100, and count or backward starting at any number between 1 and 100. 5. Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example: a. Develop a system to group and count by twos, fives and tens. b. Identify patterns and groupings in a 100's chart and relate to place value concepts. c. Recognize the first digit of a two-digit number as the most important to indicate size of a number and the nearness to 10 or 100. 6. Identify and state the value of a penny, nickel, dime, quarter and dollar. 7. Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes and quarters. 8. Show different combinations of coins that have the same value. 9. Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects. 10. Model, represent and explain addition as combining sets (part + part = whole) and counting on. For example: a. Model and explain addition using physical materials in contextual situations. b. Draw pictures to model addition. c. Write number sentences to represent addition. d. Explain that adding two whole numbers yields a larger whole number. 11. Model, represent and explain subtraction as take-away and comparison. For example: a. Model and explain subtraction using physical materials in contextual situations. b. Draw pictures to model subtraction. c. Write number sentences to represent subtraction. d. Explain that subtraction of whole numbers yields an answer smaller than the original number. 12. Use conventional symbols to represent the operations of addition and subtraction. 13. Model and represent multiplication as repeated addition and rectangular arrays in contextual situations; e.g., four people will be at my party and if I want to give 3 balloons to each person, how many balloons will I need to buy? 14. Model and represent division as sharing equally in contextual situations; e.g., sharing cookies. 15. Demonstrate that equal means “the same as” using visual representations. 16. Develop strategies for basic addition facts, such as: a. counting all; b. counting on; c. one more, two more; d. doubles; e. doubles plus or minus one; f. make ten; g. using tens frames; h. identify property (adding zero). 17. Develop strategies for basic subtraction facts, such as: a. relating to addition (for example, think of 7 - 3 = ? as “3 plus ? equals 7”); b. one less, two less; c. all but one (for example, 8 - 7, 5 - 4); d. using tens frames; e. missing addends.
 * Math: **
 * Number, Number Sense and Operations Standard **

1. Recognize and explain the need for fixed units and tools for measuring length and weight; e.g., rulers and balance scales. 2. Tell time to the hour and half hour on digital and analog (dial) timepieces. 3. Order a sequence of events with respect to time; e.g., summer, fall, winter and spring; morning, afternoon and night. 4. Estimate and measure weight using non-standard units; e.g., blocks of uniform size. 5. Estimate and measure lengths using non-standard and standard units; i.e., centimeters, inches and feet. Geometry and Spatial Sense Standard ** 1. Identify, compare and sort two-dimensional shapes; i.e., square, circle, ellipse, triangle, rectangle, rhombus, trapezoid, parallelogram, pentagon and hexagon. For example: a. Recognize and identify triangles and rhombuses independent of position, shape or size; b. Describe two-dimensional shapes using attributes such as number of sides and number of vertices (corners or angles). 2. Create new shapes by combining or cutting apart existing shapes. 3. Identify the shapes of the faces of three-dimensional objects. 4. Extend the use of location words to include distance (near, far, close to) and directional words (left, right). 5. Copy figures and draw simple two-dimensional shapes from memory.
 * Measurement Standard **

1. Sort, classify and order objects by two or more attributes, such as color and shape, and explain how objects were sorted. 2. Extend sequences of sounds, shapes or simple number patterns, and create and record similar patterns. For example: a. Analyze and describe patterns with multiple attributes using numbers and shapes; e.g., AA, B, aa, b, AA, B, aa, b,… b. Continue repeating and growing patterns with materials, pictures and geometric items; e.g., XO, XOO, XOOO, XOOOO. 3. Describe orally the basic unit or general plan of a repeating or growing pattern. 4. Solve open sentences by representing an expression in more than one way using the commutative property; e.g., 4 + 5 = 5 + 4 or the number of blue balls plus red balls is the same as the number of red balls plus blue balls (R + B = B + R). 5. Describe orally and model a problem situation using words, objects or number phrase or sentence.
 * Patterns, Functions and Algebra Standard **

1. Identify multiple categories for sorting data. 2. Collect and organize data into charts using tally marks. 3. Display data in picture graphs with units of 1 and bar graphs with intervals of 1. 4. Read and interpret charts, picture graphs and bar graphs as sources of information to identify main ideas, draw conclusions, and make predictions. 5. Construct a question that can be answered by using information from a graph. 6. Arrange five objects by an attribute, such as size or weight, and identify the ordinal position of each object. 7. Answer questions about the number of objects represented in a picture graph, bar graph or table graph; e.g., category with most, how many more in a category compared to another, how many altogether in two categories. 8. Describe the likelihood of simple events as possible/impossible and more likely/less likely; e.g., when using spinners or number cubes in classroom activities.
 * Data Analysis and Probability Standard **