FIRST GRADE
(minimum curriculum)

Reading

1.1.01 Develop oral language.

1. Show evidence of expanding oral language through vocabulary growth.
2. Implement rules for conversation (e.g., raise hands, take turns, focus attention on speaker).
3. Understand, follow and give oral directions.
4. Participate in-group discussions.
5. Participate in creative responses to text (e.g., choral reading, discussion and drama).
6. Respond to questions from teacher and other group members.
7. Begin to narrate a personal story.
8. Dramatize or retell what has been learned, heard or experienced.
9. Use familiar texts for recitations.

1.1.02 Develop listening skills.

1. Listen attentively to speaker for specific information.
2. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
3. Listen and respond to a variety of media (e.g., books, audio tapes, videos).
4. Recognize the difference between formal and informal languages.
5. Understand and follow simple, three step oral directions.

1.1.03 Demonstrate knowledge of concepts of print.

1. Understand that printed materials provide information.
2. Demonstrate directionality by reading left to right and top to bottom.
3. Track print when being read to aloud.
4. Read and explain own writings and drawings.
5. Identify parts of a book (e.g., title page, table of contents).
6. Recognize that groups of words make sentences.
7. Understand punctuation (e.g., period, question mark).

1.1.04 Develop and maintain phonemic awareness.

1. Recognize words that begin with the same sounds.
2. Recognize words that end with the same sounds.
3. Identify rhyming words.
4. Blend sounds together to form one-syllable words.
5. Segment one-syllable words into sounds.
6. Change targeted sounds to modify or change words.
7. Show awareness of syllables by clapping, counting or moving objects.

 1.1.05 Develop and use decoding strategies.

1. Use knowledge of letter-sound correspondence knowledge and structural analysis to decode grade appropriate words.
2. Decode phonetically regular, one-syllable words.
3. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs).
4. Apply long and short vowel rules when decoding.
5. Begin to decode unknown words automatically.

1.1.06 Read to develop fluency, expression, accuracy and confidence.

1. Begin to read orally with accuracy and confidence using appropriate pacing, intonation, and expression.
2. Reflect punctuation of written text while reading orally.
3. Participate in guided, oral readings.
4. Demonstrate the automatic recognition of high frequency words.
5. Read with increasing fluency and confidence from a variety of texts through paired readings, shared reading, choral reading, teacher-led reading, and reading from tapes.
6. Read independently daily.
7. Recite familiar texts to develop fluency, expression, accuracy and confidence.

1.1.07 Develop and extend reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts.
2. Build vocabulary through frequent read-alouds.
3. Participate in shared reading.
4. Manipulate word families, word walls, and word sorts.
5. Match oral words to written words.
6. Determine the meaning of unfamiliar words by using a picture dictionary, picture clues, context clues and structural analysis.
7. Add endings to base words (e.g., -s, -ed, -es, -ing).
8. Identify simple abbreviations.

1.1.08 Develop and use pre-reading strategies.

1. Develop a purpose for listening/reading.
2. Participate in activities to build background knowledge to derive meaning from text.
3. Make predictions about text.
4. Use illustrations to preview text.

1.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

a. Derive meaning while reading by

1. Asking questions about text.
2. Recognizing errors in reading as they occur and self-correct.
3. Participating in discussions about text and relating to personal experiences.
4. Creating graphic organizers (e.g., charts, lists).
5. Predicting and adjusting outcomes during read-alouds.

b. Check for understanding after reading by

1. Recalling three to four step sequences of events.
2. Retelling stories in their own words using sequencing words (i.e. first, next, last).
3. Drawing conclusions based on what has been read.
4. Recognizing main idea in pictures, picture books and texts.

1.1.10 Introduce informational skills to facilitate learning.

1. Recognize the family and community as sources of information.
2. Recognize a variety of print items as sources of information (e.g. books, magazines, maps, charts, and graphs).
3. Recognize sources of information (e.g., books, maps, graphs, charts).
4. Use graphic organizers to aid in understanding material from informational text (e.g., charts, graphs, web).
5. Visit libraries to use and view appropriate material.

1.1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1. Begin to develop content specific vocabulary.
2. Use text features to locate information (e.g., maps, charts, illustrations and table of contents).

1.1.12 Read independently for a variety of purposes. (At this level, the student will explore as an emergent reader.)

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

1.1.13 Experience various literary and media genres.

1. Read and view various literary (e.g., picture books, storybooks, fairy tales, poetry, lyrics to songs) and media (e.g., illustrations, the arts, films, videos) genres.
2. Explore non-fiction.
3. Identify characters, events, and settings in print and non-print text.
4. Recognize main character(s) in print and non-print text.
5. Determine whether a selection is real or fantasy.
6. Recognize rhyme in Mother Goose and other rhyming books.
7. Retell a story in correct sequence (e.g., using books, videos, films).
8. Determine the problem in a story and discover its solution through classroom discussion.

1.1.14 Develop and maintain a motivation to read.

1. Visit libraries/media centers and regularly check out materials.
2. Share storybooks, poems, newspapers, and environmental print.
3. Explore a wide variety of literature through read alouds, tapes, and independent reading.
4. Identify favorite stories, informational text, authors, and illustrators.
5. Engage in a variety of literacy activities voluntarily (e.g., self-select books and stories).
6. Choose to read as a leisure activity.

Writing

1.2.01 Use a variety of pre-writing strategies.

1. Brainstorm ideas with teacher and peers.
2. Draw pictures to generate ideas.
3. Construct graphic organizers (e.g., webs, charts, diagrams) as a small or large group to organize information.
4. Use a variety of sources to gather information.

1.2.02 Write for a variety of purposes.

1. Write to acquire and exhibit knowledge (e.g., word families, numbers, shapes, sensory words and sentences).
2. Write to entertain (e.g., stories and poems).
3. Write to inform (e.g., write simple directions, journals, friendly letters).

1.2.03 Show evidence of drafting and revision with written work.

1. Compose first drafts using appropriate parts of the writing process with an emphasis on planning and self-correction.
2. Write in complete, coherent sentences.
3. Use descriptive words when writing.
4. Use temporary spelling to spell independently as necessary.
5. Arrange events in logical/sequential order when writing or dictating.
6. Participate in teacher-led experience stories.
7. Reread draft and delete extraneous information.
8. Vary sentence types.

1.2.04 Include editing before the completion of finished work.

1. Apply elements of language (e.g., end marks, capitalization) and use complete sentences when writing and editing.
2. Use classroom resources (e.g., word walls, picture dictionaries, teacher, peers, appropriate technology, student generated word books) to support the writing process.
3. Use knowledge of letter sounds, word parts, and word segmentation to monitor and correct spelling.
4. Create readable documents with legible handwriting.
5. Identify words or phrases that could be added to clarify meaning, after writing or dictating a story.

1.2.05 Evaluate own and others’ writing.

1. Use a simple rubric to evaluate writing/pictures and group work (e.g., happy face, stickers).
2. Discuss and react to writing.
3. Review personal collection to determine progress.

1.2.06 Experience numerous publishing opportunities.

1. Prepare a variety of written work (e.g., published books, classroom books, experience stories).
2. Use technology to publish writing.
3. Share completed work.
4. Create individual and classroom books.
5. Incorporate illustrations and photographs.

1.2.07 Write narrative accounts.

1. Write simple stories.
2. Write short accounts of personal experiences.
3. Write group stories with a beginning, middle and ending.

1.2.08 Write frequently across content areas.

1. Summarize concepts presented in science (e.g., illustration, dictating sentences or composing simple sentences).
2. Write stories using concepts presented in social studies.
3. Write in math journals, create math stories, and write explanations for problem solving.
4. Participate in shared writings about the arts and class activities.

1.2.09 Write expressively using original ideas, reflections, and observations.

1. Write, when given time, place, and materials.
2. Maintain, with teacher assistance, samples of writing and drawings that express opinions and judgments (e.g., portfolio, journals, student-made books).
3. Dictate stories (e.g., to tape recorder, to adult, to older student).

1.2.10 Write in response to literature.

1. Write different endings to a story.
2. Summarize a story using simple sentences and illustrations.
3. Create class books based on literature selections.
4. Create and/or use an illustration, sign, or rebus symbols to respond to literature.

1.2.11 Write in a variety of modes and genres.

1. Write friendly notes and messages.
2. Write stories.
3. Write in journals.
4. Write rhymes and poems.

Elements of Language

1.3.01 Demonstrate knowledge of standard English usage.

1. Use nouns appropriately (e.g., singular and plural, possessive).
2. Use verbs (action words) appropriately (e.g., tense and agreement with simple subject).
3. Use pronouns appropriately (e.g., subject and object agreement).
4. Use adjectives appropriately (e.g., vivid description words).

1.3.02 Demonstrate knowledge of standard English mechanics.

1. Capitalize the first word of a sentence, first and last names, pronoun "I" and proper nouns.
2. Use correct punctuation at the end of simple declarative sentences and questions.
3. Identify and use contractions.
4. Write legibly in manuscript, using proper spacing between letters of a word and words of a sentence.

1.3.03 Demonstrate knowledge of standard English spelling.

1. Spell high frequency words correctly.
2. Spell words correctly as appropriate to grade level.
3. Spell three- and four-letter short vowel words and phonetically spell sight words correctly.
4. Alphabetize words to the first letter.
5. Begin to develop dictionary skills through the use of a picture dictionary.

1.3.04 Demonstrate knowledge of correct sentence structure.

1. Use complete and coherent sentences when speaking.
2. Identify complete sentences.
3. Write a simple sentence.
4. Identify and correct incomplete sentences.
5. Combine two simple sentences into a compound sentence using the word "and."
6. Identify statements and questions by noting ending punctuation when writing and intonation when speaking.

Math Standards

Number and Operations

1. Count by twos, fives, and tens to 100;
2. Count a group of objects by ones to 100;
3. Count a group of objects by twos, fives, and tens up to 30;
4. Count forward or backward by one beginning with any number less than 100;
5. Recognize the place value of a digit in numbers to 99;
6. Read and write numerals up to 100;
7. Count by tens from any number using a hundred chart;
8. Use manipulatives to model whole numbers to 99 (e.g., base-ten blocks, sticks, straws);
9. Identify odd and even whole numbers to 50;
10. Model halves and fourths of a single object or figure;
11. Model halves and fourths of a set of objects;
12. Match the spoken, written, concrete, and pictorial representations of 1/2 and 1/4;
13. Recognize one whole as two halves or four fourths;
14. Count the value of a set of coins up to fifty cents;
15. Order whole numbers less than 100;
16. Represent numbers in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones);
17. Apply the language of ordinal numbers up to twelfth;
18. Compare two numbers using the appropriate symbol (i.e., <, >, =);
19. Use a number line or hundred grid to determine one more or one less than any number to 50.
20. Explain the reasonableness of a solution;
21. Solve simple story problems involving addition and subtraction with numbers less than 20;
22. Develop story problems that illustrate basic addition and subtraction facts.
23. Use words, actions, pictures, and manipulatives to solve problems;
24. Use pictures or objects, such as ten frames, to show one more or one less than any number to 99;
25. Estimate the number of objects in a group and explain the reasoning for the estimate;
26. Explain and justify solutions and strategies in problem solving;
27. Use a variety of strategies to add and subtract two-digit whole numbers (e.g., counting up or back, taking away, doubles plus one, comparison, number relationships, modeling);
28. Use calculators in problem-solving situations.