Standards for the following areas are set forth below:

Reading
Writing
Written and Oral English Language Conventions
Listening and Speaking

Content Standards

Assessment

Instructional Strategies

Instructional Resources

READING

1.0

Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Concepts About Print

Fall assessment packet (covered in K)

Fall assessment packet

Houghton-Mifflin

1.1

Match oral words to printed words.

Portfolio assessment

Big books, literature books

1.2

Identify the title and author of a reading selection.

Portfolio assessment

Modeling through read alouds

Big books, literature books

1.3

Identify letters, words, and sentences.

Teacher observation/discussion

Modeling through read alouds

Big books, literature books

Phonemic Awareness

Fall assessment packet (covered in K)

McCracken Spelling

1.4

Distinguish initial, medial, and final sounds in single- syllable words.

Fall assessment packet

McCracken

1.5

Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).

Spelling tests, running records, fluency tests

Houghton-Mifflin Literacy Activity Book, Words Their Way

1.6

Create and state a series of rhyming words, including consonant blends.

Fall assessment packet

Making Words, Pat Cunningham

1.7

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

Segmenting onsets and rimes

1.8

Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).

Fall assessment packet

Explode the Code Houghton-Mifflin

1.9

Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ =splat; /r/i/ch/ = rich).

Fall assessment packet

Decoding and Word Recognition (emphasized)

1.10

Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

Running record/fluency tests

1.11

Read common, irregular sight words (e.g., the, have, said, come, give, of).

Sight work inventories

1.12

Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

McCracken

1.13

Read compound words and contractions.

Fluency tests

McCracken spelling program

1.14

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

Fluency tests

1.15

Read common word families (e.g., -ite, -ate).

Spelling tests

1.16

Read aloud with fluency in a manner that sounds like natural speech.

Fluency

1-1 Reading with parent, volunteers and reading buddies 4th grade. Reading theatre.

Vocabulary and Concept Development

1.17

Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).

Teacher observation

Word Bank, making words Mathland Unit 2

First Grade LA Standards:
Reading : Writing : Written & Oral English Language Conventions : Listening & Speaking

2.0

Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade one, students begin to make progress toward this goal.

Structural Features of Informational Materials

2.1

Identify text that uses sequence or other logical order.

Houghton-Mifflin Literacy Activity Books

Houghton-Mifflin, Literacy Activity Books

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2

Respond to who, what, when, where, and how questions.

Teacher Observation / Houghton-Mifflin

Reading personal journals

2.3

Follow one-step written instructions.

H.M. Literacy Activity Book

2.4

Use context to resolve ambiguities about word and sentence meanings.

Running record

Reading Contracts

2.5

Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).

Teacher observation

Read Alouds

2.6

Relate prior knowledge to textual information.

Teacher observation

Read Alouds, Guided Reading

2.7

Retell the central ideas of simple expository or narrative passages.

Reading Response Activities

Reading Response Activities

First Grade LA Standards:
Reading : Writing : Written & Oral English Language Conventions : Listening & Speaking

3.0

Literary Response and Analysis
Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text

3.1

Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.

Story Webs, Story Maps, Reading response journals

Story Maps Read Aloud Reading Contracts

Trade Books

3.2

Describe the roles of authors and illustrators and their contributions to print materials.

Teacher observations (introduced in K)

Author of Month

Houghton-Mifflin Library
Sharing

3.3

Recollect, talk, and write about books read during the school year.

Teacher observations

Author of Month

Content Standards

Assessment

Instructional Strategies

Instructional Resources

WRITING

1.0

Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider (the audience) and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus

1.1

Select a focus when writing. (hard)

Writing sample

Journals, writers’ workshop reports

Lucy Caulkins
Donald Graves

1.2

Use descriptive words when writing.

Writing sample

Penmanship

1.3

Print legibly and space letters, words, and sentences appropriately.

Homework, students products, spelling tests

Zaner Bloser, McCracken

Zaner Bloser, McCracken

First Grade LA Standards:
Reading : Writing : Written & Oral English Language Conventions : Listening & Speaking

2.0

Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade one outlined in Writing Standard 1.0, students:

2.1

Write brief narratives (e.g., fictional, autobiographical) describing an experience.

Journals, reports

Writers’ Workshop, journals

Houghton–Mifflin
Donald Graves
Lucy Caulkins

2.2

Write brief expository descriptions of a real object, person, place, or event, using sensory details.

Writing samples, journals

Story Starters

Content Standards

Assessment

Instructional Strategies

Instructional Resources

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0

Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure

1.1

Write and speak in complete, coherent sentences.

Teacher observation of weekly sharing Journals

Weekly sharing
Writing prompts
Morning Messages
Homework Packs

Houghton-Mifflin L.A.B.

Grammar

1.2

Identify and correctly use singular and plural nouns.

Houghton-Mifflin Literacy Activity books

Houghton-Mifflin Lab Books

Houghton-Mifflin

1.3

Identify and correctly use contractions (introduced) (i.e. isn’t, aren’t, can’t, won’t) and singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.

Journals

Punctuation

1.4

Distinguish between declarative, exclamatory, and interrogative sentences.

Fluency reading

1.5

Use a period, exclamation point, or question mark at the end of sentences.

Writing samples

Journals, Writers’ Workshop

1.6

Use knowledge of the basic rules of punctuation and capitalization when writing.

Writing samples (introduced)

Capitalization (Spring Rubric)

1.7

Capitalize the first word of a sentence, names of people, and the pronoun I.

Spring writing samples

Spelling

1.8

Spell three- and four-letter short-vowel words and grade level-appropriate sight words correctly.

Spring writing samples Weekly spelling tests

McCracken. No excuse list (10 words)
100 sight words

First Grade LA Standards:
Reading : Writing : Written & Oral English Language Conventions : Listening & Speaking

Content Standards

Assessment

Instructional Strategies

Instructional Resources

LISTENING AND SPEAKING

1.0

Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension

1.1

Listen attentively.

Teacher observation

Following teacher whole group directions

Teacher Developed Sharing Monthly Schedule

1.2

Ask questions for clarification and understanding.

Teacher observation

1.3

Give, restate, and follow simple two-step directions.

Organization and Delivery of Oral Communication

1.4

Stay on the topic when speaking.

Sharing
Retelling stories Question of Morning

1.5

Use descriptive words when speaking about people, places, things, and events.

2.0

Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade one outlined in Listening and Speaking Standard 1.0, students:

2.1

Recite poems, rhymes, songs, and stories.

Teacher observations

Poem of the week Houghton-Mifflin

2.2

Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

Teacher observations

2.3

Relate an important life event or personal experience in a simple sequence.

Star of Week/person

2.4

Provide descriptions with careful attention to sensory detail.

Science Unit on Light