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Thursday, April 25, 2024, 11:05 AM
Site: Learnbps
Class: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: 1st Grade English
PRIORITIZED STANDARDS

ELA-01.SL

Narrative for the Speaking and Listening Strand

 

 

Speaking/Listening

Speaking and listening standards require students to develop a range of oral communication and interpersonal skills that facilitate various types of discussion and oral exchange. Students must learn to work together, express and listen carefully to ideas, and integrate information from various sources, (e.g., oral, visual, quantitative, and media). Students must also gain skills in evaluating what they hear, use various sources to support what they are communicating, and adapt their speech to the content and the task at hand. 

Besides having intrinsic value as modes of communication, speaking and listening skills are necessary prerequisites for reading and writing. Oral language development precedes and is the foundation for writing. A student’s listening and speaking vocabulary sets boundaries on what that student can read and understand no matter how well they decode. In addition, new technologies have expanded the role speaking and listening play in acquiring and sharing ideas, tightening their link with other forms of communication.
 

Students in first grade participate in discussions with peers and adults about grade level topics and texts they have heard read aloud or presented orally or through other media. They learn and practice rules of discussion such as taking turns and listening to others. They ask and answer questions about key details in texts and other information presented orally. They also use questioning to acquire additional information and to clarify something that is not understood. 

 

How to help your child with the Speaking and Listening Standards:

  • At dinner time or in the car, have conversations with your child to allow him/her to practice the art of conversing with others
  • Respond to your child in sentences to model for him/her the correct way to talk
  • Ask for details about books, movies, and television shows you are viewing with your child
  • Ask your child to tell you in his/her own words about what he/she hears and sees
  • Encourage your child to describe his/her feelings and ideas in phrases and sentences that are more descriptive than just one word
  • Use complete sentences when you talk to your child and encourage him/her to speak in the same way

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-01.SL.01

ELA Speaking and Listening Strand Logo 1st Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-01.SL.01 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.

proficiency scale iconProficiency Scale

ELA-01.W

Narrative for the Writing Strand

The standards in this strand include three kinds of writing: opinion, informative, and narrative. Opinion and informative writing will likely start with kids reading one or more books and responding to what they’ve learned. In an opinion piece, your child introduces the book or topic he’s writing about, states his opinion or preference about it, gives a reason or two to support his opinion (e.g. Ramona was wrong because she hurt Susan when she pulled her curls.), and then offers some sort of conclusion to complete his writing.

In an informative piece, your child names what he’s writing about and gives some information, facts, or details about it (e.g.Dinosaurs lived on Earth a long time ago. Some dinosaurs were bigger than people are today…), and, as in an opinion piece, offers some sense of conclusion.

Writing a narrative is like writing a story, and your child’s story may be inspired by books, experiences, or pure imagination. Your first grader’s story should describe two or more events, include some details about what happened, and use sentence order, verb tense, and words to put the events in order (e.g. Then Goldilocks tries the second bowl of porridge. Next she eats the third bowl of porridge.) and give some sense of the story coming to an end — not only by writing “The End,” although that’s a good start.

Students learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.  You will find the standards for these skills in the Language Strand.  

 

How can I help my child at home with the writing strand standards?

  • Let your child see you write - notes, letters, memories.  Read aloud what you have written.
  • Establish a place to leave messages for each other such as a wipe-off or cork board.  
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking. “My favorite book is … because …”.  Model this by giving your own opinions about topics or books.
  • Have your child write about a topic, supply some facts about the topic, and find a way to close/end the writing piece.  
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer, pens, crayons, paint, etc. to produce and publish what he/she has written/drawn.  Have them read aloud what they have written.
  • Do simple research about a given topic together – and have your child write and organize the facts you both find.
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions.

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-01.W.01

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-01.W.01 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.

proficiency scale iconProficiency Scale

Sub-Standards:

a. Introduce the topic or name the book they are writing about.
b. State an opinion.
c. Supply a reason for the opinion.
d. Provide some sense of closure.

ELA-01.W.02

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-01.W.02 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

proficiency scale iconProficiency Scale

Sub-Standards:

a. name a topic
b. supply some facts about the topic
c. provide some sense of closure

ELA-01.W.03

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-01.W.03 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

proficiency scale iconProficiency Scale

Sub-Standards:

a. recount two or more appropriately sequenced events
b. include some details regarding what happened
c. use transitional words to signal event order
d. provide some sense of closure
(L) LANGUAGE

ELA-01.L

Narrative for the Language Strand:

As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases (their relationships and nuances) and acquiring new academic and domain-specific vocabulary. 

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening.

First grade students continue learn to write upper and lower case letters and when to use capital letters in writing. They also learn about how to use basic punctuation marks, and how to use singular and plural nouns, and verbs in the past, present and future tense.

 

How to help your child with the standards in the Language Strand:

  • Engage your child in conversations every day. If possible, include new and interesting words in your conversation.
  • Read to your child each day. When the book contains a new or interesting word, pause and define the word for your child. After you're done reading, engage your child in a conversation about the book.
  • Help build word knowledge by classifying and grouping objects or pictures while naming them.
  • Help build your child's understanding of language by playing verbal games and telling jokes and stories.
  • Encourage your child to read on his own. The more children read, the more words they encounter and learn.
  • Encourage your child to write at home.  In first grade students will be using their knowledge of phonics and sight vocabulary (I, and, said, to).  You may see your child using inventive spelling (dnosr for dinosaur).  Keep encouraging your child to write the sounds he/she hears in words so they feel confident in figuring out how to write and spell words.

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-01.L.01

ELA Language Strand Logo 1st Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-01.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Sub-Standards:

Introduce:
a. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
b. Correctly use common homophones (e.g., to, too, two; there, their).
c. Ensure subject verb-agreement.
d. Produce compound sentences.
e. Use singular and plural nouns with matching verbs in basic sentences (simple subject/verb agreement).
f. Form and use regular and irregular plural nouns.
g. Form and use the simple verb tenses (e.g., I walked, I walk; I will walk).
h. Use personal, possessive, and indefinite pronouns.
i. Use adjectives depending on what is to be modified.
j. Use demonstratives (that, those, these, this).
Practice:
k. Use question words (interrogatives).
l. Produce complete sentences in shared language activities.
m. Common and proper nouns.
n. Use regular plural nouns orally by adding /s/ or /es/.
o. Use frequently occurring adjectives.
p. Use articles.
Display proficiency in:
q. Uppercase and lowercase letters.
r. Use frequently occurring conjunctions (and, or, but).
s. Use prepositions.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-01.L.02

ELA Language Strand Logo 1st (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-01.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

proficiency scale iconProficiency Scale

Sub-Standards:

Introduce:
a. Capitalize dates and names of people.
b. Use commas in dates and to separate single words in a series.
c. Capitalize holidays, product names, and geographic names.
d. Use commas in greetings and closings of letters.
e. Use an apostrophe to form contractions and frequently occurring possessives.
f. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
g. Capitalize important words in titles.
h. Form and use possessives.
i. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
j. Use punctuation to separate items in a series.
Practice:
k. Use end punctuation for sentences.
l. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
m. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
n. Use conventional spelling for high-frequency and other studied words.
o. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations. (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts)
Display proficiency in:
p. Recognize and name end punctuation.

ELA-01.L.03

ELA Language Strand Logo 1st Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Knowledge of Language

ELA-01.L.03 (Begins in grade 2)