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1st Grade ELA Standards
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Saved by Danielle Calvin
on October 24, 2017 at 11:33:02 am
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Overview of Objective Analysis for 1st Grade
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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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Reading
Students will develop and apply effective communication skills through speaking and active listening.
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Writing
Students will develop and apply effective communication skills through speaking and active listening to create individual and group projects and presentations.
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Students will actively listen and speak using agreed-upon rules for discussion.
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Students will orally describe people, places, things, and events with relevant details expressing their ideas.
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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.
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Students will work respectfully in groups.
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Students will engage in collaborative discussions about appropriate topics and texts with peers and adults in small and large groups.
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Students will restate and follow simple two-step directions.
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Students will develop foundational skills for future reading success by working with sounds, letters, and text.
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Phonological Awareness
Phonological awareness is the ability to recognize, think about, and manipulate sounds in spoken language without using text.
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Students will blend and segment onset and rime in spoken words (e.g., /ch/+ /at/ = chat).
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Students will differentiate short from long vowel sounds in one syllable words.
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Students will isolate and pronounce initial, medial, and final sounds in spoken words.
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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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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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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 Concepts
Students 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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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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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.
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Phonics and Word Study
Students will decode and read words in context and isolation by applying phonics and word analysis skills.
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Students will decode phonetically regular words by using their knowledge of:
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single consonants (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/)
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consonant blends (e.g., bl, br, cr)
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consonant digraphs and trigraphs (e.g., sh-, -tch)
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vowel sounds:
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r-controlled vowels (e.g., ar, er, ir or, ur)
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vowel spelling patterns:
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vowel digraphs (e.g., ea, oa, ee)
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vowel-consonant-silent-e (e.g., lake)
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Students will decode words by applying knowledge of structural analysis:
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most major syllable patterns (e.g., closed, open, vowel team, vowel silent e, r-controlled)
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inflectional endings (e.g., -s, -ed, -ing)
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compound words
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contractions
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Students will read words in common word families (e.g., -at, -ab, -am, -in).
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Fluency
Students will recognize high- frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.
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Students will read high frequency and/or common irregularly spelled grade-level words with automaticity in text.
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Students will orally read grade- level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.
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Students will use a variety of recursive reading and writing processes.
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Reading
Students will read and comprehend increasingly complex literary and informational texts.
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Writing
Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
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Students will retell or reenact major events in a text, focusing on important details to recognize the main idea.
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Students will develop and edit first drafts using appropriate spacing between letters, words, and sentences using left-to-right and top-to-bottom progression.
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Students will discriminate between fiction and nonfiction/informational text.
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Students will develop drafts by sequencing the action or details in a story or about a topic through writing sentences with guidance and support.
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Students will sequence the events/plot (i.e., beginning, middle, and end) of a story or text.
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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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Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook).
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Students will apply critical thinking skills to reading and writing.
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Reading
Students 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.
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Writing
Students 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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Students will identify the author’s purpose (i.e., tell a story, provide information) with guidance and support.
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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.
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Students will describe who is telling the story (i.e., point of view).
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INFORMATIVE
Students will begin to write facts about a subject in response to a text read aloud to demonstrate understanding with guidance and support.
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Students will find textual evidence when provided with examples of literary elements and organization:
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setting (i.e., time, place)
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plot
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main characters and their traits in a story
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OPINION
Students will express an opinion in writing about a topic and provide a reason to support the opinion with guidance and support.
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Students will ask and answer basic questions (e.g., who, what, where, why, and when) about texts.
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Students will begin to locate facts that are clearly stated in a text.
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Students will expand their working vocabularies to effectively communicate and understand texts.
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Reading
Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.
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Writing
Students 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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Students will acquire new academic, content-specific, grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in new situations.
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Students will use domain-appropriate vocabulary to communicate ideas in writing with guidance and support.
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Students will use word parts (e.g., affixes, roots, stems) to define unfamiliar words with guidance and support.
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Students will select appropriate language according to purpose in writing with guidance and support.
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Students will use context clues to determine the meaning of words with guidance and support.
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Students will name and sort words into categories based on common attributes.
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Students will use a dictionary (print and/or electronic) to find words.
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Students will apply knowledge of grammar and rhetorical style to reading and writing.
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Reading
Students will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts.
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Writing
Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
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Students will recognize nouns as concrete objects (i.e., people persons, places, and things) and use the pronoun “I.”
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Students will capitalize:
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Students will recognize verbs as actions.
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Students will compose grammatically correct simple and compound sentences and questions (interrogatives) with appropriate end marks.
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Students will recognize color and number adjectives.
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Students will recognize the prepositions (e.g., The dog is on top of the doghouse) through pictures and movement.
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Students will recognize singular and plural nouns with correct verbs in simple sentences (e.g. He sits; we sit).
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Students will engage in inquiry to acquire, refine, and share knowledge.
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Reading
Students will comprehend, evaluate, and synthesize resources to acquire and refine knowledge.
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Writing
Students will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.
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Students will decide who can answer questions about their topic or what resources they will need to find the information.
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Students will generate questions about topics of interest.
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Students will identify graphic features including photos, illustrations, titles, labels, headings, charts, and graphs to understand a text.
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Students will organize information found during group or individual research, using graphic organizers or other aids with guidance and support.
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Students will identify the location and purpose of various visual and text reference sources.
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Students will make informal presentations of information gathered.
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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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Reading
Students will evaluate written, oral, visual, and digital texts in order to draw conclusions and analyze arguments.
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Writing
Students will create multi-modal texts to communicate knowledge and develop arguments.
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Students will use provided print and digital resources with guidance and support.
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Students will select and use appropriate technology or media to communicate with others with guidance and support.
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Students will explore and compare how ideas and topics are depicted in a variety of media and formats.
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Students will use visual displays to support verbal communication and clarify ideas, thoughts, and feelings.
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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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Reading
Students will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes.
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Writing
Students will write independently for extended periods of time. Students will vary their modes of expression to suit audience and task.
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Students will select appropriate texts for academic and personal purposes and read independently for extended periods of time with guidance and support.
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Students will write independently for extended and shorter periods of time through a combination of emergent and conventional writing with guidance and support.
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Back to 1st Grade Introduction
Overview of Objective Analysis for 1st Grade
1st Grade ELA Standards
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