Back to 1st Grade Introduction
Overview of Objective Analysis for 1st Grade
Standard 1: Speaking and Listening |
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Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing. |
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Introductory Video | |||
ReadingStudents will develop and apply effective communication skills through speaking and active listening. |
WritingStudents will develop and apply effective communication skills through speaking and active listening to create individual and group projects and presentations. |
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1.1.R.1 |
Students will actively listen and speak using agreed-upon rules for discussion. |
1.1.W.1 |
Students will orally describe people, places, things, and events with relevant details expressing their ideas. |
1.1.R.2 |
Students will ask and answer questions to seek help, get information, or clarify about information presented orally through text or other media, to confirm understanding. |
1.1.W.2 |
Students will work respectfully in groups. |
1.1.R.3 |
Students will engage in collaborative discussions about appropriate topics and texts with peers and adults in small and large groups. |
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1.1.R.4 |
Students will restate and follow simple two-step directions. |
Standard 2: Reading Foundations |
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Students will develop foundational skills for future reading success by working with sounds, letters, and text. |
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Introductory Video | |||
Phonological AwarenessPhonological awareness is the ability to recognize, think about, and manipulate sounds in spoken language without using text. |
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1.2.PA.1 |
Students will blend and segment onset and rime in spoken words (e.g., /ch/+ /at/ = chat). |
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1.2.PA.2 |
Students will differentiate short from long vowel sounds in one syllable words. |
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1.2.PA.3 |
Students will isolate and pronounce initial, medial, and final sounds in spoken words. |
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1.2.PA.4 |
Students will blend phonemes to form spoken words with 4 to 6 phonemes) including consonant blends (e.g., /s/ /t/ /r/ /i/ /ng/=string). |
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1.2.PA.5 |
Students will segment phonemes in spoken words with 4 to 6 phonemes into individual phonemes (e.g. string= /s/ /t/ /r/ /i/ /ng/). |
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1.2.PA.6 |
Students will add, delete, and substitute phonemes in spoken words (e.g., “add /g/ to the beginning of low to say ‘glow;’ “remove the /idge/ from ‘bridge,’ to say ‘br;’ “change the /ar/ in ‘charm’ to /u/ to say ‘chum’). |
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Print ConceptsStudents will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories. |
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1.2.PC.1 |
Students will correctly form letters and use appropriate spacing for letters, words, and sentences using left-to-right and top-to-bottom progression. |
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1.2.PC.2 |
Students will recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation, comma, quotation marks). |
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Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students will address skills from previous grades. |
Phonics and Word StudyStudents will decode and read words in context and isolation by applying phonics and word analysis skills. |
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1.2.PWS.1 |
Students will decode phonetically regular words by using their knowledge of:
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1.2.PWS.2 |
Students will decode words by applying knowledge of structural analysis:
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1.2.PWS.3 |
Students will read words in common word families (e.g., -at, -ab, -am, -in). |
FluencyStudents will recognize high- frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension. |
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1.2.F.1 |
Students will read high frequency and/or common irregularly spelled grade-level words with automaticity in text. |
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1.2.F.2 |
Students will orally read grade- level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension. |
Standard 2: Reading and Writing Process |
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Students will use a variety of recursive reading and writing processes. |
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Introductory Video | |||
ReadingStudents will read and comprehend increasingly complex literary and informational texts. |
WritingStudents will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. |
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1.2.R.1 |
Students will retell or reenact major events in a text, focusing on important details to recognize the main idea. |
1.2.W.1 |
Students will develop and edit first drafts using appropriate spacing between letters, words, and sentences using left-to-right and top-to-bottom progression. |
1.2.R.2 |
Students will discriminate between fiction and nonfiction/informational text. |
1.2.W.2 |
Students will develop drafts by sequencing the action or details in a story or about a topic through writing sentences with guidance and support. |
1.2.R.3 |
Students will sequence the events/plot (i.e., beginning, middle, and end) of a story or text. |
1.2.W.3 |
Students will correctly spell grade-appropriate, highly decodable words (e.g., cup, like, cart) and common, irregularly spelled sight words (e.g., the) while editing. |
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1.2.W.4 |
Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook). |
Standard 3: Critical Reading and Writing |
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Students will apply critical thinking skills to reading and writing. |
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Introductory Video | |||
ReadingStudents will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives. |
WritingStudents will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice. |
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1.3.R.1 |
Students will identify the author’s purpose (i.e., tell a story, provide information) with guidance and support. |
1.3.W.1 |
NARRATIVE Students will begin to write narratives incorporating characters, plot (i.e., beginning, middle, end), and a basic setting (i.e., time, place) with guidance and support. |
1.3.R.2 |
Students will describe who is telling the story (i.e., point of view). |
1.3.W.2 |
INFORMATIVE Students will begin to write facts about a subject in response to a text read aloud to demonstrate understanding with guidance and support. |
1.3.R.3 |
Students will find textual evidence when provided with examples of literary elements and organization:
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1.3.W.3 |
OPINION Students will express an opinion in writing about a topic and provide a reason to support the opinion with guidance and support. |
1.3.R.4 |
Students will ask and answer basic questions (e.g., who, what, where, why, and when) about texts. |
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1.3.R.5 |
Students will begin to locate facts that are clearly stated in a text. |
Standard 4: Vocabulary |
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Students will expand their working vocabularies to effectively communicate and understand texts. |
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Introductory Video | |||
ReadingStudents will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion. |
WritingStudents will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing. |
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1.4.R.1 |
Students will acquire new academic, content-specific, grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in new situations. |
1.4.W.1 |
Students will use domain-appropriate vocabulary to communicate ideas in writing with guidance and support. |
1.4.R.2 |
Students will use word parts (e.g., affixes, roots, stems) to define unfamiliar words with guidance and support. |
1.4.W.2 |
Students will select appropriate language according to purpose in writing with guidance and support. |
1.4.R.3 |
Students will use context clues to determine the meaning of words with guidance and support. |
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1.4.R.4 |
Students will name and sort words into categories based on common attributes. |
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1.4.R.5 |
Students will use a dictionary (print and/or electronic) to find words. |
Standard 5: Language |
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Students will apply knowledge of grammar and rhetorical style to reading and writing. |
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Introductory Video | |||
ReadingStudents will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts. |
WritingStudents will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication. |
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1.5.R.1 |
Students will recognize nouns as concrete objects (i.e., people persons, places, and things) and use the pronoun “I.” |
1.5.W.1 |
Students will capitalize:
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1.5.R.2 |
Students will recognize verbs as actions. |
1.5.W.2 |
Students will compose grammatically correct simple and compound sentences and questions (interrogatives) with appropriate end marks. |
1.5.R.3 |
Students will recognize color and number adjectives. |
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1.5.R.4 |
Students will recognize the prepositions (e.g., The dog is on top of the doghouse) through pictures and movement. |
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1.5.R.5 |
Students will recognize singular and plural nouns with correct verbs in simple sentences (e.g. He sits; we sit). |
Standard 6: Research |
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Students will engage in inquiry to acquire, refine, and share knowledge. |
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Introductory Video | |||
ReadingStudents will comprehend, evaluate, and synthesize resources to acquire and refine knowledge. |
WritingStudents will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes. |
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1.6.R.1 |
Students will decide who can answer questions about their topic or what resources they will need to find the information. |
1.6.W.1 |
Students will generate questions about topics of interest. |
1.6.R.2 |
Students will identify graphic features including photos, illustrations, titles, labels, headings, charts, and graphs to understand a text. |
1.6.W.2 |
Students will organize information found during group or individual research, using graphic organizers or other aids with guidance and support. |
1.6.R.3 |
Students will identify the location and purpose of various visual and text reference sources. |
1.6.W.3 |
Students will make informal presentations of information gathered. |
Standard 7: Multimodal Literacies |
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Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts. |
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Introductory Video | |||
ReadingStudents will evaluate written, oral, visual, and digital texts in order to draw conclusions and analyze arguments. |
WritingStudents will create multi-modal texts to communicate knowledge and develop arguments. |
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1.7.R.1 |
Students will use provided print and digital resources with guidance and support. |
1.7.W.1 |
Students will select and use appropriate technology or media to communicate with others with guidance and support. |
1.7.R.2 |
Students will explore and compare how ideas and topics are depicted in a variety of media and formats. |
1.7.W.2 |
Students will use visual displays to support verbal communication and clarify ideas, thoughts, and feelings. |
Standard 8: Independent Reading and Writing |
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Students will read and write for a variety of purposes including, but not limited to, academic and personal. |
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Introductory Video | |||
ReadingStudents will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes. |
WritingStudents will write independently for extended periods of time. Students will vary their modes of expression to suit audience and task. |
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1.8.R |
Students will select appropriate texts for academic and personal purposes and read independently for extended periods of time with guidance and support. |
1.8.W |
Students will write independently for extended and shorter periods of time through a combination of emergent and conventional writing with guidance and support. |
Back to 1st Grade Introduction
Overview of Objective Analysis for 1st Grade
Introductory Video
Introductory Video