firstgrade or

8/10/2019 Firstgrade Or

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First Grade for English Language Arts &Literacy (CCSS),Science,English Language

Arts,Mathematics (CCSS) and Mathematics

Standards By Design:


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Message to Students

Dear Student,

The world is changing quickly. For you to succeed in school, at work, and in the community,

you will need more skills and knowledge than ever before. These days, ready for college and

ready for work essentially mean the same thing: ready for life.

Getting in shape academically is one of the most important things you can do to prepare for a

successful future. Your future starts with Oregons academic standards. This booklet explains

what you should know and be able to do in each subject, at your grade level.

Please review this guide with your teachers and share it with your parents and family. To beready for tomorrow, get in top academic shape today. You can use this guide year round to

check your progress.

The Oregon Department of Education gratefully acknowledges the Indiana Department of Education forallowing the modification of some of their materials for use in this document


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Message to Parents

Dear Parent,

Education is the building block of every students future. To ensure all students have the

opportunity to succeed, Oregon has adopted world-class academic standards in

English/language arts, mathematics, science, social studies, the arts, health education,

physical education and second languages. The academic content standards clearly outline

what students should know and be able to do in each subject, at each grade level. Oregons

teachers are dedicated to helping all students meet these expectations.

Moreover, these standards are the cornerstone of the states plan for improving student

achievement. They provide a comprehensive blueprint for what we must do to supportstudents every step of the way from their earliest years through post-high school education.

To be competitive in todays economy and to earn enough to support a family, all students

need to continue their education beyond high school, whether at a two- or four-year college, in

an apprenticeship program, or in the military.

How can you help your student meet these challenges? Learning occurs many places, not

only in the classroom. Students spend far more time at home than they do in school. How they

spend their time can make a real difference. Nothing will have a bigger impact on yourstudents success than your involvement in his or her education.

On the next page is a list of 12 things you can do to help ensure your child has the best

education possible from preschool to post-high school opportunities. We hope you will use

this guide as a tool to help your child succeed today and in the future.

Sincerely,

Susan CastilloSuperintendent of Public Instruction


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Twelve things parents can do to help students succeed

1. Promote education beyond high school. Make sure your child knows you expect him orher to continue learning after high school - its never too early to start raising theseexpectations. To keep our families, communities, and economy strong, all students need to

keep learning.

2. Build relationships with your childs teachers. Find out what each teacher expects ofyour child. Learn how you can help your child prepare to meet these expectations.

3. Read to your child. Reading is the foundation for all learning and is one of the mostimportant contributions you can make to your childs education. Read to your young child,encourage your older child to read to you, or spend time together as a family reading. Allthis helps your child develop strong reading habits and skills from the beginning andreinforces these habits and skills as your child grows.

4. Practice writing at home. Letters, journal entries, e-mail messages, and grocery lists are

all writing opportunities. Show that writing is an effective form of communication and thatyou write for a variety of purposes.

5. Make math part of everyday life. Paying bills, cooking, gardening, and even playinggames are all good ways to help your child understand and use mathematics skills. Showthat there may be many ways to get to the right answer and encourage your child toexplain his or her method.

6. Ask your child to explain his or her thinking. Ask lots of why questions. Childrenshould be able to explain their reasoning, how they came up with their answer, and whythey chose one answer over another.

7. Expect that homework will be done. Keep track of your childs homework assignmentsand regularly look at his or her completed work. Some teachers give parents a number tocall for a recorded message of that days homework; others put the assignments on theInternet. If your school doesnt offer these features, talk to the teacher about how you canget this important information. Even if there arent specific assignments, stay informedabout what your child is working on so that you can help at home.

8. Use the community as a classroom. Feed your childs curiosity about the world 365days a year. Use the library to learn more about the history of your town. A visit to afarmers market can help your child picture our states rich agricultural tradition. Take youryoung child to zoos and parks and your older child to museums and workplaces to showhow learning connects to the real world.

9. Encourage group study. Open your home to your childs friends for informal studysessions. Promote outside formal study groups through church, school organizations, orother groups. Study groups will be especially important as your child becomes older andmore independent. The study habits your child learns now will carry over into college andbeyond.

10. Spend time at school. The best way to know what goes on in your childs school is tospend time there. If youre a working parent, this isnt easy, and you may not be able to doit very often. Even so, once in awhile is better than never.


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11. Start a college savings plan as soon as possible. Investigate Oregons College SavingsPlan and other investment vehicles and contribute as much as you can.

12. Promote high standards for all. To ensure the academic success of our children,everyone must work toward the same goal. Discuss academic expectations with parentsand other people in your community. Use your school and employee newsletters, athletic

associations, booster clubs, a PTA or PTO meeting, or just a casual conversation toexplain why academic standards are important and what they mean to you and yourfamily. Share your tips for helping your own son or daughter succeed in school andencourage others to share their suggestions as well.

Remember: You are the most important influence on your child. Oregons academic standardsgive you important tools to ensure your child gets the best education possible and is wellprepared for the future.


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Measuring Student Learning

Teachers use many approaches to measuring how much their students are learning.

Assessments can be administered as part of good teaching to help teachers and parentsunderstand how students are progressing while the lessons are still being taught, andassist in identifying academic areas where students may need additional attention.

Assessments developed by the state that cover a large broad amount of informationprovide a measure of school accountability - assisting schools in their efforts to aligncurriculum and instruction with the states academic standards and reporting progress toparents and the public. In Oregon this assessment is called the Oregon Assessment ofKnowledge and Skills, or OAKS.

What are the state assessments?

OAKS consists of three broad areas:

1. Knowledge and Skill Tests present the student with a series of questions or problemson computers. The computer selects items that challenge the students ability. As the testprogresses, the computer becomes more accurate about each students ability so that bythe end of the test, the resulting score is very accurate. These tests are required in grades3-8 and high school for English Language Arts and mathematics and for grades 5, 8, andhigh school in science. An optional knowledge and skills test is also available for SocialSciences in grades 5, 8 and high school.

2. State Writing Assessments require students to give extended written responses toopen-ended topics provided by the state in a supervised testing situation. Trained raters atstate-run scoring sites rate student work using the state scoring guide. This performanceassessment is required in grade 11. Some students take this test on computers and somewrite their responses on paper. Districts make the decision regarding whether to use thecomputer to administer the writing test in part based on the number of computers that areavailable for students to use.

3.Classroom Work Samples are a series of formal classroom assessments available toOregon teachers in grades 3 to high school that allow students respond to locally providedtopics or complex problems. Student work is rated by teachers in their own schools ordistricts using state scoring guides.

Oregon school districts and public charter schools are required to provide students in grades 3

through 8 and once in high school with annual opportunities to demonstrate their progress inthe skill areas Writing, Speaking, Mathematical Problem-Solving, and Scientific Inquiry (oftenreferred to as the opportunity-to-learn requirement). Districts are free to develop their ownlocal performance assessments, or to administer work samples scored with the official statescoring guide(s) to satisfy this requirement.

Work samples may also be used for students to demonstrate proficiency in the Essential Skills,as part of their graduation requirement to receive a regular high school diploma (describedbelow). In those cases, districts must ensure that certain administrative conditions have beenmet, and the work samples must meet the achievement standard approved by the State Boardof Education. Its possible that work samples administered to satisfy the opportunity-to-learn


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requirement could also be used by students as evidence of Essential Skills proficiency, in orderto meet the graduation requirement.

How is student performance on these assessments measured?

Content Standards describe what students in Oregon should learn. How well the content islearned is determined by Achievement Standards. These achievement standards, or cutscores, identify the score needed on the OAKS to demonstrate solid understanding of thecontent standards.

The state writing assessment and classroom work samples are scored using state scoringguides. As an assessment tool, scoring guides provide specific criteria to describe a range ofpossible student responses and a consistent set of guidelines to rate student work. For the statewriting assessment, student work is scored by two different raters and their scores combined tocreate a composite score.

Since the scoring guide serves as the primary assessment tool to determine whether studentshave met the standards through a collection of work samples, teachers are asked to carefullyalign their classroom assessments to the criteria described on the scoring guide.

Are there graduation implications?

As part of Oregons new graduation requirements, students are required to demonstrateproficiency in the Essential Skills of Reading, Writing, and Math in order to earn a regular highschool diploma. Specific Essential Skills graduation requirements are based on the year thestudent first enrolled in Grade 9, as shown below:

Enrolled in Grade 9 in 2008-09: Read and comprehend a variety of text

Enrolled in Grade 9 in 2009-10: Read and comprehend a variety of text andWriteclearly and accurately

Enrolled in Grade 9 in 2010-11 and beyond: Read and comprehend a variety of text;Write clearly and accurately; and Apply mathematics in a variety of settings

The State Board of Education has approved a number of assessment options, andcorresponding achievement standards, for students to demonstrate proficiency in the EssentialSkills. These options include the statewide assessment (OAKS), local performanceassessments (work samples), and several standardized tests, such as ACT, SAT, PLAN, PSAT,

Compass, ASSET, and Work Keys. Students may use any one, or a combination of theapproved assessment options to demonstrate proficiency in the Essential Skills. For example, astudent might demonstrate proficiency in the Essential Skill of Reading through OAKS, andWriting through work samples.


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How will the adoption ofthe Common Core State Standards affect instruction andassessment?

On October 28, 2010, the Oregon State Board of Education adopted two new sets of standards:

The Common Core State Standards for English Language Arts & Literacy inHistory/Social Studies, Science, and Technical Subjects

TheCommonCoreStateStandardsforMathematics

The Common Core State Standards (CCSS) are a set of national learning expectationsdeveloped by teachers, administrators, parents, and education experts from around the country.These standards provide a consistent, clear understanding of what students are expected tolearn in K-12 math and English language arts.

These two new sets of content standards replace Oregons current standards in Englishlanguage arts and mathematics. There is a great deal of similarity between Oregons currentstandards and the CCSS; however, in the coming years, there will be some changes in what

your student will be taught. Some information will be new and some content will be taught in adifferent grade level than in the past.

Your student will also notice some changes in how state tests are conducted. Oregon educationexperts are working with others from around the country on designing a common assessment tomeasure student proficiency in the new Common Core standards. This new test will be in placeby the 2014-15 school year, so during the transition, new academic content will be taught tostudents and schools will begin to pilot new tests.

These changes mean your child, and students across the state, will be better prepared to meetthe new college and career ready high school graduation requirements and leave our schoolswith a strong educational foundation and the skills needed to succeed.

For more information on the Common Core, visit .

Standards By Design: First Grade for English Language Arts & Literacy(CCSS),Science,English Language Arts,Mathematics (CCSS) and Mathematics

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Standards are identified by grade, strand, and number (or number and letter, where

applicable); for example, 8.RL.1, meansgrade 8, Reading Literature, standard 1.


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English Language Arts & Literacy (CCSS)

First Grade

Instruction in the Common Core State Standards (CCSS) for English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects will prepare Oregonstudents to be proficient in the four strands of the English language arts (ELA)skillsReading, Writing, Language, and Speaking and Listening. Because students needgrade-level literacy skills to access full content in school, the emphasis in the Common Coreis to learn to read and write in ELA and to develop those skills, specific to the content, in allother classes. For grades K-5, the ELA and subject-area literacy standards are integrated; forgrades 6-11/12, they are separate but parallel.

Literature - The following standards offer a focus for instruction in literary textand help ensure that students gain adequate exposure to a range of texts andtasks. Rigor is also infused through the requirement that students read

increasingly complex texts through the grades.

Key Ideas and Details

Anchor Standard 1: Read closely to determine what the text says explicitly and to make logicalinferences from it; cite specific textual evidence when writing or speaking to support conclusions drawnfrom the text.

1.RL.1 Ask and answer questions about key details in a text.

Anchor Standard 2: Determine central ideas or themes of a text and analyze their development;summarize the key supporting details and ideas.

1.RL.2 Retell stories, including key details, and demonstrate understanding of their central messageor lesson.

Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over thecourse of a text.

1.RL.3 Describe characters, settings, and major events in a story, using key details.

Craft and Structure

Anchor Standard 4: Interpret words and phrases as they are used in a text, including determiningtechnical, connotative, and figurative meanings, and analyze how specific word choices shape meaningor tone.

1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, andlarger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


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1.RL.5 Explain major differences between books that tell stories and books that give information,drawing on a wide reading of a range of text types.

Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.

1.RL.6 Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, includingvisually and quantitatively, as well as in words.

1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.

Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including thevalidity of the reasoning as well as the relevance and sufficiency of the evidence.

1.RL.8 (Not applicable to literature)

Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to buildknowledge or to compare the approaches the authors take.

1.RL.9 Compare and contrast the adventures and experiences of characters in stories.

Range of Reading and Level of Text Complexity

Anchor Standard 10: Read and comprehend complex literary and informational texts independently andproficiently.

1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Informational Text - The following standards offer a focus for instruction ininformational text and help ensure that students gain adequate exposure to arange of texts and tasks. Rigor is also infused through the requirement that

students read increasingly complex texts through the grades.

Key Ideas and Details

Anchor Standard 1: Read closely to determine what the text says explicitly and to make logicalinferences from it; cite specific textual evidence when writing or speaking to support conclusions drawnfrom the text.

1.RI.1 Ask and answer questions about key details in a text.

Anchor Standard 2: Determine central ideas or themes of a text and analyze their development;summarize the key supporting details and ideas.

1.RI.2 Identify the main topic and retell key details of a text.Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over thecourse of a text.

1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in atext.


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Craft and Structure

Anchor Standard 4: Interpret words and phrases as they are used in a text, including determiningtechnical, connotative, and figurative meanings, and analyze how specific word choices shape meaningor tone.

1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in atext.

Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, andlarger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronicmenus, icons) to locate key facts or information in a text.

Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.

1.RI.6 Distinguish between information provided by pictures or other illustrations and informationprovided by the words in a text.

Integration of Knowledge and Ideas

Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, includingvisually and quantitatively, as well as in words.

1.RI.7 Use the illustrations and details in a text to describe its key ideas.

Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including thevalidity of the reasoning as well as the relevance and sufficiency of the evidence.

1.RI.8 Identify the reasons an author gives to support points in a text.

Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to buildknowledge or to compare the approaches the authors take.

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., inillustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

Anchor Standard 10: Read and comprehend complex literary and informational texts independently andproficiently.

1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.

Foundational Skills - These standards are directed toward fostering studentsunderstanding and working knowledge of concepts of print, the alphabeticprinciple, and other basic conventions of the English writing system. Thesefoundational skills are not an end in and of themselves; rather, they arenecessary and important components of an effective, comprehensive readingprogram designed to develop proficient readers with the capacity tocomprehend texts across a range of types and disciplines.


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Print Concepts

Anchor Standard: There are no anchor standards associated with Foundational Skills.

1.RF.1 Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, endingpunctuation).

Phonological Awareness


1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllablewords.

d. Segment spoken single-syllable words into their complete sequence of individual sounds(phonemes).

Phonics and Word Recognition


1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Know the spelling-sound correspondences for common consonant digraphs.

b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllablesin a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words.

Fluency


1.RF.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and expression on successivereadings.

c. Use context to confirm or self-correct word recognition and understanding, rereading asnecessary.


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Writing - The following standards offer a focus for instruction in writing tohelp ensure that students gain adequate mastery of a range of skills andapplications. Each year in their writing, students should demonstrateincreasing sophistication in all aspects of language use, and they shouldaddress increasingly demanding content and sources.

Text Types and Purposes

Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.

1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about,state an opinion, supply a reason for the opinion, and provide some sense of closure.

Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas andinformation clearly and accurately through the effective selection, organization, and analysis of content.

1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the

topic, and provide some sense of closure.Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effectivetechnique, well-chosen details, and well-structured event sequences.

1.W.3 Write narratives in which they recount two or more appropriately sequenced events, includesome details regarding what happened, use temporal words to signal event order, and provide somesense of closure.

Production and Distribution of Writing

Anchor Standard 4: Produce clear and coherent writing in which the development, organization, andstyle are appropriate to task, purpose, and audience.

1.W.4 (Begins in grade 3)

Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting,or trying a new approach.

1.W.5 With guidance and support from adults, focus on a topic, respond to questions andsuggestions from peers, and add details to strengthen writing as needed.

Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and tointeract and collaborate with others.

1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publishwriting, including in collaboration with peers.

Research to Build and Present Knowledge

Anchor Standard 7: Conduct short as well as more sustained research projects based on focusedquestions, demonstrating understanding of the subject under investigation.


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1.W.7 Participate in shared research and writing projects (e.g., explore a number of how-to bookson a given topic and use them to write a sequence of instructions).

Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess thecredibility and accuracy of each source, and integrate the information while avoiding plagiarism.

1.W.8 With guidance and support from adults, recall information from experiences or gather

information from provided sources to answer a question.Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection,and research.


Range of Writing

Anchor Standard 10: Write routinely over extended time frames (time for research, reflection, andrevision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, andaudiences.


Speaking and Listening - The following standards offer a focus for instructioneach year to help ensure that students gain adequate mastery of a range ofskills and applications. Students advancing through the grades are expectedto meet each years grade-specific standards and retain or further developskills and understandings mastered in preceding grades.

Comprehension and Collaboration

Anchor Standard 1: Prepare for and participate effectively in a range of conversations andcollaborations with diverse partners, building on others ideas and expressing their own clearly and

persuasively.1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and textswith peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at atime about the topics and texts under discussion).

b. Build on others talk in conversations by responding to the comments of others through multipleexchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats,including visually, quantitatively, and orally.

1.SL.2 Ask and answer questions about key details in a text read aloud or information presented

orally or through other media.

Anchor Standard 3: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.

1.SL.3 Ask and answer questions about what a speaker says in order to gather additionalinformation or clarify something that is not understood.


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Presentation of Knowledge and Ideas

Anchor Standard 4: Present information, findings, and supporting evidence such that listeners canfollow the line of reasoning and the organization, development, and style are appropriate to task,purpose, and audience.

1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas andfeelings clearly.

Anchor Standard 5: Make strategic use of digital media and visual displays of data to expressinformation and enhance understanding of presentations.

1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas,thoughts, and feelings.

Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks, demonstratingcommand of formal English when indicated or appropriate.

1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Languagestandards 1 and 3 for specific expectations.)

Language - The following standards offer a focus for instruction to helpensure that students gain adequate mastery of a range of skills andapplications. Students advancing through the grades are expected to meeteach years grade-specific standards and retain or further develop skills andunderstandings mastered in preceding grades.

Conventions of Standard English

Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usagewhen writing or speaking.

1.L.1 Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking.

a. Print many upper- and lowercase letters.

b. Use common, proper, and possessive nouns.

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone,everything).

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today Iwalk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives.

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h. Use determiners (e.g., articles, demonstratives).

i. Use frequently occurring prepositions (e.g., during, beyond, toward).

j. Produce and expand complete simple and compound declarative, interrogative, imperative, andexclamatory sentences in response to prompts.


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Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.

1.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, andspelling when writing.

a. Capitalize dates and names of people.

b. Use end punctuation for sentences.

c. Use commas in dates and to separate single words in a series.

d. Use conventional spelling for words with common spelling patterns and for frequently occurringirregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Knowledge of Language

Anchor Standard 3: Apply knowledge of language to understand how language functions in differentcontexts, to make effective choices for meaning or style, and to comprehend more fully when reading orlistening.

1.L.3 (Begins in grade 2)

Vocabulary Acquisition and Use

Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words andphrases by using context clues, analyzing meaningful word parts, and consulting general andspecialized reference materials, as appropriate.

1.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases basedon grade 1 reading and content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked,looking).

Anchor Standard 5: Demonstrate understanding of figurative language, word relationships and nuancesin word meanings.

1.L.5 With guidance and support from adults, demonstrate understanding of word relationships andnuances in word meanings.

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categoriesrepresent.

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; atiger is a large cat with stripes).

c. Identify real-life connections between words and their use (e.g., note places at home that are

cozy).

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare,glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing themor by acting out the meanings.


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Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specificwords and phrases sufficient for reading, writing, speaking, and listening at the college and careerreadiness level; demonstrate independence in gathering vocabulary knowledge when encountering anunknown term important to comprehension or expression.

1.L.6 Use words and phrases acquired through conversations, reading and being read to, andresponding to texts, including using frequently occurring conjunctions to signal simple relationships

(e.g., because).


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Science Numbering Key Example: K.2P.1

K= Grade

2= Core Standard strand (strands are 1=Structure and Function; 2=Interaction and change;

3=Scientific Inquiry; 4=Engineering Design)

P= Science Discipline (disciplines are P = Physical; L = Life; E = Earth and Space; S =

Scientific inquiry; D = Engineering Design)

1= Number of the content standard for this grade, strand, and discipline


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Science

First Grade

First grade science students build their basic understanding of the natural world throughexamination of characteristics and properties of objects, living organisms, and Earthmaterials. They begin to develop an understanding of how living and non-living things interactas they learn about the basic needs of living things and the motion of objects when a force isapplied. Students explore the use of basic tools in observing the natural world and inengineering design. They develop their skills in making and recording observations and theirunderstanding of scientific inquiry and engineering design.

*It is essential that these standards be addressed in contexts that promote scientific inquiry,use of evidence, critical thinking, making connections, and communication.

1.1 Structure and Function: Living and non-living things have characteristics andproperties.

1.1P.1 Compare and contrast physical properties and composition of objects.

1.1L.1 Compare and contrast characteristics among individuals within one plant or animal group.

1.1E.1 Examine characteristics and physical properties of Earth materials.

1.2 Interaction and Change: Living and non-living things interact.

1.2P.1 Describe the motion of objects when a force is applied.

1.2L.1 Describe the basic needs of living things.

1.3 Scientific Inquiry: Science explores the natural world using evidence fromobservations.

1.3S.1 Identify and use tools to make careful observations and answer questions about the naturalworld.

1.3S.2 Record observations with pictures, numbers, or written statements.


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Science Numbering Key Example: K.2P.1

K= Grade

2= Core Standard strand (strands are 1=Structure and Function; 2=Interaction and change;

3=Scientific Inquiry; 4=Engineering Design)

P= Science Discipline (disciplines are P = Physical; L = Life; E = Earth and Space; S =

Scientific inquiry; D = Engineering Design)

1= Number of the content standard for this grade, strand, and discipline


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1.3S.3 Describe why recording accurate observations is important in science.

1.4 Engineering Design: Engineering design is used to design and build things tomeet a need.

1.4D.1 Identify basic tools used in engineering design.

1.4D.2 Demonstrate that designed structures have parts that work together to perform a function.

1.4D.3 Show how tools are used to complete tasks every day.


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Material inItalicsis eligible for statewide assessment. Boldtext is for supporting classroom

instruction and assessment.


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English Language Arts

First Grade

First grade students become more independent readers and writers. They recognize lettersounds (phonemic awareness), see letter patterns, and identify the basic features of wordsand how to decode them into spoken language (phonics). They sound out more complexvocabulary and comprehend the meanings of those words. They read orally and silently avariety of grade-level-appropriate classic and contemporary literature, folktales, informationaltext, and alphabet books. First grade students read at the target rate of 40-60 words correctper minute (wcpm). They discuss what they have read, talking about main ideas, characters,plot, and setting. They begin to write stories and other original works, and they begin to useStandard English. They recite poems, rhymes, songs, and stories, and they make shortpresentations.

Reading

Concepts of Print: Analyze words, recognize words, and learn to read grade-leveltext fluently across the subject areas.

EL.01.RE.01 Identify letters, words, and sentences.

EL.01.RE.02 Match oral words to printed words.

EL.01.RE.03 Recognize that sentences start with capital letters and end with punctuation suchas periods, question marks, and exclamation points.

Phonemic Awareness: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

EL.01.RE.04 Create and state a series of rhyming words including consonant blends (e.g., flat,slat).

EL.01.RE.05 Listen and distinguish initial, medial, and final sounds in single-syllable words.

EL.01.RE.06 Listen and distinguish long and short vowel sounds in stated single-syllable words(bit/bite).

EL.01.RE.07 Listen and count the number of sounds in a syllable; count the number of syllables

in a word.

EL.01.RE.08 Orally blend two to four spoken phonemes (sounds) into recognizable words (e.g.,/c/a/t/=cat; /f/l/a/t/=flat).


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EL.01.RE.09 Orally segment single syllable spoken words into their components (e.g., cat=/c/a/t;splat=/s/p/l/a/t; rich=/r/i/ch).

EL.01.RE.10 Add, delete, or change target sounds to change words (e.g., change cow to how;pan to an).

Decoding and Word Recognition: Analyze words, recognize words, and learn toread grade-level text fluently across the subject areas.

EL.01.RE.11 Generate the sounds from all the letters and letter patterns, including consonantblends and long- and short-vowel patterns, and blend those sounds into recognizable words.

EL.01.RE.12 Use letter-sound correspondence knowledge to sound out unknown words.

EL.01.RE.13 Use knowledge of vowel digraphs and r-controlled letter-sound associations toread words (e.g., ea in beat, and ea in ear).

EL.01.RE.14 Read compound words and contractions.

EL.01.RE.15 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked,looking).

EL.01.RE.16 Read common word patterns (e.g., -ite, -ate in words such as gate, late, kite, andbite).

EL.01.RE.17 Read common irregular sight words accurately and fluently (e.g., the, have, said,come, give, of).

EL.01.RE.18 Read aloud grade-level text with accuracy and comprehension in a manner thatsounds like natural speech, using cues of punctuation to assist.

EL.01.RE.19 By the end of the first grade, read aloud unpracticed grade-level text at a target rateof 40-60 wcpm (words correct per minute).

EL.01.RE.20 Read or demonstrate progress toward reading at an independent and instructionalreading level appropriate to grade level.

Listen to and Read Informational and Narrative Text: Listen to, read, andunderstand a wide variety of informational and narrative text across the subjectareas at school and on own, applying comprehension strategies as needed.

EL.01.RE.21 Listen to, read, and understand a wide variety of grade-level informational andnarrative (story) text including children's magazines and newspapers, dictionaries, other

reference materials, online information, classic and contemporary literature, and poetry.

EL.01.RE.22 Demonstrate listening comprehension of more complex text through discussions.


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EL.01.RE.23 Monitor own reading and self-correct when an incorrectly identified word does notfit with cues provided by the letters in the word or the context surrounding the word.

EL.01.RE.24 Notice when difficulties are encountered in understanding text.

Vocabulary: Increase word knowledge through systematic vocabulary development;

determine the meaning of new words by applying knowledge of word origins, wordrelationships, and context clues; verify the meaning of new words; and use thosenew words accurately across the subject areas.

EL.01.RE.25 Understand, learn, and use new vocabulary that is introduced and taught directlythrough orally-read stories and informational text as well as student-read stories andinformational text.

EL.01.RE.26 Develop vocabulary by listening to and discussing both familiar and conceptuallychallenging selections read aloud.

EL.01.RE.27 Classify categories of words (e.g., concrete collections of animals, foods, toys).

EL.01.RE.28 Use context to understand word and sentence meanings.

Read to Perform a Task: Find, understand, and use specific information in a varietyof texts across the subject areas to perform a task.

EL.01.RE.29 Read written directions, signs, captions, warning labels, and informational books.

EL.01.RE.30 Locate the title, name of author, name of illustrator, and table of contents.

EL.01.RE.31 Alphabetize a list of words by the first letter.

EL.01.RE.32 Read and understand simple one-step written instructions.

EL.01.RE.33 Obtain information from print illustrations.

EL.01.RE.34 Identify text that uses sequence or other logical order (explain how informationaltext is different from a story).

Informational Text: Demonstrate General Understanding: Demonstrate generalunderstanding of grade-level informational text across the subject areas.

EL.01.RE.35 Describe new information gained from text in own words.

EL.01.RE.36 Answer simple written comprehension questions based on material read.


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Informational Text: Develop an Interpretation: Develop an interpretation of grade-level informational text across the subject areas.

EL.01.RE.37 Make connections and discuss prior knowledge of topics in informational texts.

EL.01.RE.38 Discuss how, why, and what-if questions in sharing informational texts.

Informational Text: Examine Content and Structure: Examine content and structureof grade-level informational text across the subject areas.

There are currently no Grade 1 grade-level foundations for Informational Text: Examine Content andStructure.

Literature

Listen to and Read Literary Text: Listen to text and read text to make connectionsand respond to a wide variety of literature of varying complexity.

EL.01.LI.01 Listen to text and read text to make connections and respond to a wide variety ofsignificant works of children's literature--including poetry, fiction, non-fiction, and drama--froma variety of cultures and time periods.

EL.01.LI.02 Demonstrate listening comprehension of more complex literary text throughdiscussions.

Literary Text: Demonstrate General Understanding: Demonstrate generalunderstanding of grade-level literary text.

EL.01.LI.03 Describe the roles of authors and illustrators.

EL.01.LI.04 Recollect, talk, and write about books read during the school year.

EL.01.LI.05 Retell the main events of the story describing the beginning, the middle, and theend.

EL.01.LI.06 Sequence the events in the story.

Literary Text: Develop an Interpretation: Develop an interpretation of grade-levelliterary text.

EL.01.LI.07 Relate prior knowledge to the story.

EL.01.LI.08 Predict and justify what will happen next in stories.


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Literary Text: Examine Content and Structure: Examine content and structure ofgrade-level literary text.

EL.01.LI.09 Distinguish fantasy from realistic text.

Writing

Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish acrossthe subject areas.

EL.01.WR.01 With guidance, discuss ideas and select a focus when writing.

EL.01.WR.02 With assistance, compose fairly readable first drafts using some parts of thewriting process such as planning, drafting, rereading for meaning, and some self-correction.

Writing: Communicate supported ideas across the subject areas, including relevantexamples, facts, anecdotes, and details appropriate to audience and purpose thatengage reader interest ; organize information in clear sequence, makingconnections and transitions among ideas, sentences, and paragraphs ; and useprecise words and fluent sentence structures that support meaning.

EL.01.WR.03 With assistance, write for different purposes and to a specific audience or person.

EL.01.WR.04 Develop an idea with an identifiable beginning, middle and end.

EL.01.WR.05 Sequence two or more events.

EL.01.WR.06 Use descriptive words when writing.

EL.01.WR.07 Write in complete sentences and distinguish whether simple sentences areincomplete or fail to make sense.

Conventions: Spelling: Demonstrate knowledge of spelling, grammar, punctuation,capitalization, and penmanship across the subject areas.

EL.01.WR.08 Spell correctly three- and four-letter short vowel words (can, will).

EL.01.WR.09 Use spelling/phonics-based knowledge to spell independently when necessary.

EL.01.WR.10 Show spelling consciousness or sensitivity to conventional spelling.


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Conventions: Grammar: Demonstrate knowledge of spelling, grammar, punctuation,capitalization, and penmanship across the subject areas.

EL.01.WR.11 Identify and correctly write singular and plural nouns (cat/cats).

EL.01.WR.12 Identify and correctly write simple possessive pronouns (my/mine, his/hers).

Conventions: Punctuation: Demonstrate knowledge of spelling, grammar,punctuation, capitalization, and penmanship across the subject areas.

EL.01.WR.13 Correctly use periods (I like my dog.), exclamation points (Help!), and questionmarks (Do you like to play ball?) at the end of sentences.

Conventions: Capitalization: Demonstrate knowledge of spelling, grammar,punctuation, capitalization, and penmanship across the subject areas.

EL.01.WR.14 Capitalize the first word of a sentence, names of people, and the pronoun I.

Conventions: Handwriting: Demonstrate knowledge of spelling, grammar,punctuation, capitalization, and penmanship across the subject areas.

EL.01.WR.15 Print legibly and space letters, words, and sentences appropriately.

Writing Applications: Narrative Writing: Write narrative, expository, and persuasivetexts, using a variety of written formsincluding journals, essays, short stories,poems, research reports, research papers, business and technical writingto

express ideas appropriate to audience and purpose across the subject areas.

EL.01.WR.16 Write brief stories that describe an experience.

Writing Applications: Expository Writing (K-3): Write narrative, expository, andpersuasive texts, using a variety of written formsincluding journals, essays, shortstories, poems, research reports, research papers, business and technicalwritingto express ideas appropriate to audience and purpose across the subject a

EL.01.WR.17 Write simple expository descriptions of a real object, person, place, or event usingwords that help the reader to see, feel, smell, taste, and hear what is being described.

EL.01.WR.18 Write simple directions.


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Research Report Writing: Investigate topics of interest and importance across thesubject areas, selecting appropriate media sources, using effective researchprocesses, and demonstrating ethical use of resources and materials.

EL.01.WR.19 With guidance, gather information about a topic and sort it into major categories.

Speaking and Listening

Speaking: Communicate supported ideas across the subject areas using oral,visual, and multimedia forms in ways appropriate to topic, context, audience, andpurpose ; organize oral, visual, and multimedia presentations in clear sequence,making connections and transitions among ideas and elements ; use languageappropriate to topic, context, audience, and purpose ; and demonstrate control ofeye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.

EL.01.SL.01 Recite poems, rhymes, songs, and stories.

EL.01.SL.02 Stay on topic when speaking.

EL.01.SL.03 Retell stories using basic story grammar and relating the sequence of story eventsby answering who, what, when, where, why, and how questions.

EL.01.SL.04 Relate an important life event or personal experience in a simple sequence.

EL.01.SL.05 With guidance, use descriptive words when speaking about people, places, things,and events.

EL.01.SL.06 Speak clearly.

EL.01.SL.07 Look at listeners.

Listening: Listen critically and respond appropriately across the subject areas.

EL.01.SL.08 Listen attentively.

EL.01.SL.09 Ask questions for clarification and understanding.

EL.01.SL.10 Give, restate, and follow simple two-step directions.

Analysis: Evaluate the significance and accuracy of information and ideaspresented in oral, visual, and multimedia communications across the subject areas.

There are currently no Grade 1 grade-level foundations for Analysis.


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K-8 standards are grouped by cluster, and identified by grade, domain, and number; for

example, 4.OA.3, meansgrade 4, Operations and Algebraic Thinking, standard 3. In High

School, standards are grouped by conceptual category, domain, and number; for example,

A.CED.1, meansAlgebra, Creating Equations, standard 1.


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Mathematics (CCSS)

First Grade

Mathematical Practices (1.MP)

The Standards for Mathematical Practice describe varieties of expertise thatmathematics educators at all levels should seek to develop in their students.

1.MP.1 Make sense of problems and persevere in solving them.

1.MP.2 Reason abstractly and quantitatively.

1.MP.3 Construct viable arguments and critique the reasoning of others.

1.MP.4 Model with mathematics.

1.MP.5 Use appropriate tools strategically.

1.MP.6 Attend to precision.

1.MP.7 Look for and make use of structure.

1.MP.8 Look for and express regularity in repeated reasoning.

Operations and Algebraic Thinking (1.OA)

1.OA.A Represent and solve problems involving addition and subtraction.

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to,taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by usingobjects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than orequal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number torepresent the problem.

1.OA.B Understand and apply properties of operations and the relationship betweenaddition and subtraction.


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1.OA.3 Apply properties of operations as strategies to add and subtract. (Students need not use formalterms for these properties.)

1.OA.4 Understand subtraction as an unknown-addend problem.

1.OA.C Add and subtract within 20.

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Usestrategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing anumber leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between additionand subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent buteasier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.OA.D Work with addition and subtraction equations.

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition andsubtraction are true or false.

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to threewhole numbers.

Number and Operations in Base Ten (1.NBT)

1.NBT.E Extend the counting sequence.

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals andrepresent a number of objects with a written numeral.

1.NBT.F Understand place value.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.Understand the following as special cases:

1.NBT.2a 10 can be thought of as a bundle of ten ones called a ten.

1.NBT.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,seven, eight, or nine ones.

1.NBT.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six,seven, eight, or nine tens (and 0 ones).

1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording theresults of comparisons with the symbols >, =, and


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1.NBT.G Use place value understanding and properties of operations to add andsubtract.

1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place

value, properties of operations, and/or the relationship between addition and subtraction; relate thestrategy to a written method and explain the reasoning used. Understand that in adding two-digitnumbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having tocount; explain the reasoning used.

1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive orzero differences), using concrete models or drawings and strategies based on place value, propertiesof operations, and/or the relationship between addition and subtraction; relate the strategy to a writtenmethod and explain the reasoning used.

Measurement and Data (1.MD)

1.MD.H Measure lengths indirectly and by iterating length units.

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a thirdobject.

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of ashorter object (the length unit) end to end; understand that the length measurement of an object is thenumber of same-size length units that span it with no gaps or overlaps.

1.MD.I Tell and write time.

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

1.MD.J Represent and interpret data.

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questionsabout the total number of data points, how many in each category, and how many more or less are inone category than in another.

Geometry (1.G)

1.MD.K Reason with shapes and their attributes.


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1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess definingattributes.

1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, andquarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, andright circular cylinders) to create a composite shape, and compose new shapes from the compositeshape. (Students do not need to learn formal names such as right rectangular prism.)

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using thewords halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe thewhole as two of, or four of the shares. Understand for these examples that decomposing into moreequal shares creates smaller shares.


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Mathematics Numbering Key Example: H.2.A.1

H= Grade (High School)

2= Core Standard number

A= Math Discipline (High School only). Disciplines are A = Algebra; G = Geometry; S =

Statistics

1= Number of the content standard for this grade, core standard, and discipline


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Mathematics

First Grade

First grade mathematics students continue to refine their basic number sense andunderstanding of two and three-dimensional shapes. Specifically, they develop understandingof whole number relationships and how to compose and decompose geometric shapes. Theyalso explore operations of addition and subtraction where they learn basic addition andsubtraction facts, inverse operations, commutative and associative properties and numberlines.

*It is essential that these standards be addressed in contexts that promote problem solving,reasoning, communication, making connections, and designing and analyzingrepresentations.

1.1 Number and Operations: Develop an understanding of whole numberrelationships, including grouping in tens and ones.

1.1.1 Compare and order whole numbers to 100.

1.1.2 Represent whole numbers on a number line, demonstrating an understanding of the sequentialorder of the counting numbers and their relative magnitudes.

1.1.3 Count and group objects in tens and ones.

1.1.4 Identify the number of tens and ones in whole numbers between 10 and 100, especiallyrecognizing the numbers 10 to 19 as 1 group of ten and a particular number of ones.

1.1.5 Determine the value of collections of pennies, nickels, and dimes.

1.2 Number and Operations and Algebra: Develop understandings of addition andsubtraction and strategies for basic addition facts and related subtraction facts.

1.2.1 Model 'part-whole,' 'adding to,' 'taking away from,' and 'comparing' situations to develop anunderstanding of the meanings of addition and subtraction.

1.2.2 Develop and use efficient strategies for adding and subtracting whole numbers using a variety ofmodels, including discrete objects, length-based models (e.g., lengths of connecting cubes) andnumber lines.


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Statistics

1= Number of the content standard for this grade, core standard, and discipline


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1.2.3 Apply with fluency sums to 10 and related subtraction facts.

1.2.4 Use the concept of commutative [4 + 2 = 2 + 4], associative [(4 + 3) + 7 = 4 + (3 + 7)], and identity[0 + 3 = 3] properties of addition to solve problems involving basic facts.

1.2.5 Relate addition and subtraction as inverse operations.

1.2.6 Identify, create, extend, and supply a missing element in number patterns involving addition orsubtraction by a single-digit number.

1.3 Geometry: Compose and decompose two- and three-dimensional geometricshapes.

1.3.1 Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they arealike and different.

1.3.2 Recognize and create shapes that are congruent or have symmetry.

1.3.3 Compose and decompose shapes (e.g., cut a square into two right triangles and put two cubestogether to make a rectangular prism), thus building an understanding of part-whole relationships aswell as the properties of the original and composite shapes.

1.3.4 Recognize shapes when viewed from different perspectives and orientations.





Statistics

firstgrade or

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