ELA-01.WNarrative for the Writing StrandThe 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?
ResourcesCalculation Method for StrandsStrands 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.01ELA-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.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.02ELA-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.Sub-Standards:
a. name a topic
b. supply some facts about the topic
c. provide some sense of closure
|
ELA-01.W.03ELA-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.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 |
ELA-01.LNarrative 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.
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:
Resources
Calculation Method for StrandsStrands 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.01ELA-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
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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 ResourcesVocabulary
Websites
| |||
ELA-01.L.02ELA-01.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.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-01.L.04ELA-01.L.04 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.Sub-Standards:
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looked, looking).
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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 ResourcesVocabulary
Websites
| |||
ELA-01.L.05ELA-01.L.05 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.Sub-Standards:
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and defining or choosing them or by acting out the meanings. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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 ResourcesVocabulary
Websites
| |||
ELA-01.L.06ELA-01.L.06 Use words and phrases acquired through conversations, reading, being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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 ResourcesVocabulary
Websites
| |||
ELA-01.RFNarrative for Reading Foundations Strand:The Foundational Skill standards are directed toward fostering students' understanding and working knowledge of: Concepts of Print: Recognizing the features print (ex. a sentence begins with a capital and has punctuation at the end). Phonological Awareness: Understanding how spoken words work. Phonics and Word Study: The relationship between letters and sounds in language. Students will learn to recognize high-frequency words automatically. Students will also practice recognizing words with irregular spellings (sometimes refered to as sight words). Fluency: The ability to read smoothly and expressively. A fluent reader is one who reads and understands what he or she is reading. Fluency skills should increase as learners progress from beginning to advanced. The foundational skills standards are not meant to be taught as isolated skills. These standards are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the ability to comprehend what is read across a range of text types and content areas (social studies, science).
How to help your child at home with the foundational skill strand:
ResourcesCalculation Method for StrandsStrands 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. |