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Thursday, August 11, 2022, 6:47 PM
Site: Learnbps
Course: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: 1st Grade English

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.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.
GoogleDrive logoTeacher Proficiency 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.

Student Learning Targets:

Knowledge Targets

  • I can identify end punctuation marks like a period, exclamation point and question mark .
  • I can identify words at the beginning of a sentence.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can use the correct punctuation in my writing .
  • I can use common spelling patterns when writing words .
  • I can spell new words by sounding out letters and using known spelling rules.
  • I can produce a published piece of writing with correct punctuation, capitalization and spelling.

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

Scoring Rubric

Score   Description Sample Activity
4.0

Student is able to:

  • Produce a piece of writing virtually free of spelling errors, so the paper is exceptionally easy to read
  • Spells difficult, untaught words phonetically
 The student may write about the same topics, but the writing conventions of capitalization, punctuation and spelling are advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to:

  • Use correct age-appropriate capitalization with minimal errors (beginning of sentences, dates and names of people)
  • Use correct age-appropriate end punctuation
  • Use conventional spelling (writer is not penalized by lengthy writing that may include more errors

The student will do a wide variety of writing opinion, informative and narrative pieces.  

Certain pieces of writing will be edited and published for an audience to read.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Makes minimal errors in age-appropriate correct capitalization
  • Makes minimal errors in age-appropriate correct punctuation
  • Is merging towards conventional spelling
 See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0  content.
1.0

The student:

  • Does not use correct age-appropriate capitalization
  • Does not use correct age-appropriate end punctuation
  • Does not use any conventional spelling
 See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Capital
  • Punctuation
  • Spelling patterns
  • High-frequency word

Websites

ELA-01.RF

Narrative 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:

  • Re-read favorite books to build awareness of how print works 
  • Point out and read billboards, signs, package labels and any other print encountered (playing scavenger hunt games for words)
  • Play word games, taking turns saying syllables and the partner guesses the word (el-e-phant=elephant)
  • Discuss which letters and letter combinations go with which sounds in what you and your child are reading
  • Help your child to decode (take apart) common words so that he/she becomes familiar with how to read an unknown word
  • Point out common vowel combinations, such as words that end with silent e or those that have two vowels together
  • Look for familiar parts in unknown words, then blend those parts (chunks) together to see if the word sounds familiar (the word jump is made of j+ump+ing)
  • Have your child find high-frequency words in magazines or newspapers (first graders work on recognizing the first 300 words automatically)
  • Help your child to read aloud (and re-read) text that is at his/her reading level, reading with accuracy, appropriate speed, and expression
  • Read aloud higher levels of text to your child so that he/she can hear you read with accuracy, appropriate speed, and expression

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.RF.03

ELA Reading Foundations Strand Logo 1st Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

ELA-01.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
GoogleDrive logoTeacher Proficiency Scale

Sub-Standards:

a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Demonstrate use of beginning and ending blends
d. Know final -e and common vowel team conventions for representing long vowel sounds.
e. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
f. Decode two-syllable words following basic patterns by breaking the words into syllables.
g. Read words with inflectional endings.
h. Recognize and read grade-appropriate irregularly spelled words.

Student Learning Targets:

Knowledge Targets

  • I can identify the sounds each letter makes.
  • I can recognize long vowel sounds created using a final-e and common vowel teams.
  • I can recognize that all syllables have a vowel sound.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can identify and create the sounds that common letters make when they are put together (th, sh, ph).
  • I can decode words with one syllable by sounding out each letter.
  • I can decode two-syllable words by breaking them into vowel sound segments.
  • I can read words with ending added to them (-ing, -s, -ed).
  • I can read words that do not follow rules (I cannot sound them out).
  • I can spell words using the sounds I hear.
  • I can write words that do not follow rules (I cannot sound them out).

Proficiency Scale

The student can ...
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).
decodes and read words correctly with the following phonics skills in text:
  • Words with short vowel patterns (cat, sit, hen, cut)
  • Sight words found in text at the end of the emergent reading stage
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).
decode and read words correctly with the following phonics skills in text:
  • Words with digraphs (sh, th, ch, ck)
  • Beginning and ending blends (bl, fr, nd, ld)
  • Long vowel patterns with silent -e (cape, bike)
  • Sight words found in text at the beginning to middle early reading stage
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
decode and read words correctly with the following phonics skills in text that is at the end of the early reading stage:
  • Words with common vowel teams
  • Two-syllable words with inflected endings (-ed, ing)
  • Sight words found in text at the end of the early reading stage
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
decode and read words correctly with the following phonics skills in text that is at the middle of the transitional reading stage:
  • Regularly spelled two-syllable words with long vowels
  • Words with common prefixes and suffixes
  • Words with long and short vowel patterns
  • Irregularly spelled words (sight words)

Resources

Vocabulary

  • Digraph
  • Vowel
  • Consonant
  • Final -e
  • Decode
  • Syllable
  • Sound
  • Vowel Team
  • Segment
  • Blend
  • Inflectional Ending
  • Irregular Word
  • High-frequency Word

Websites

ELA-01.RI

Narrative for Informational Reading Strand:

The primary purpose of informational text (non-fiction) is to inform the reader about the natural or social world. Different from literaure (fiction), informational text does not utilize characters.  In this strand students are expected to determine the topic (who or what the text is about).  Students will also ask and answer questions about the topic of the text and retell details from informational text they hear. 

Informational text offers a variety of structures to assist the readers in finding information quickly and efficiently. These might include a table of contents, bold or italicized text, glossaries, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. 

Continued work on reading comprehension standards will heighten student abilities to read more age appropriate informational (non-fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about bears?)
  • Go beyond just naming the topic, ask your child to tell you details about the topic 
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Read aloud frequently.  Children love to listen to non-fiction stories that are more complicated than they can read on their own
  • Bring attention to bold words, captions and  glossaries that will help locate key facts or information in a text
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

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.RI.01

ELA Reading Informational Strand Logo 1st Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-01.RI.01 Ask and answer questions about key/supporting details in a text.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can explain that a key detail is an important part of the text.

Reasoning Targets

  • I can read or listen to a story and ask and answer questions about the key details.

Skills (Performance) Targets

  • I can identify key details in an informational text (who, what, when, why, how).
  • I can ask and answer questions about key details in an informational text.

Proficiency Scale

The student can ...
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).
... make inferences about a fact/detail (as shown in the pictures) to help understand the text.
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).
... demonstrate some understanding of the text and mentions general facts or ideas from the text.
  • recognize or recall specific terminology, such as:
    • information, key detail, nonfiction, text evidence, nonfiction text features, main idea
  • perform basic processes, such as:
    • identify key and supporting details in a nonfiction text ask or answer questions about details in a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... demonstrate complete understanding of the text and includes almost all important information and main ideas from a text at the end of the early reading stage.
  • ask questions about key and supporting details in nonfiction texts
  • answer questions about key and supporting details in nonfiction texts
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... demonstrate complete understanding of the story and includes important information and main ideas supported by evidence when answering literal and inferential questions about a text at the middle of the transitional reading stage.

Resources

Vocabulary

  • Information
  • Nonfiction
  • Key detail
  • Text evidence
  • Nonfiction text features
  • Topic
  • Question
  • Main Idea

Websites

ELA-01.RI.02

ELA Reading Informational Strand Logo 1st Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-01.RI.02 Identify the main topic and retell key/supporting details of a text.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can define main topic (who or what the text is mostly about).
  • I can define what a key detail is (who, what, where, when, why, how).

Reasoning Targets

  • I can read or listen to a story and determine the key details that are important.

Skills (Performance) Targets

  • I can identify the main topic (who or what) of the text.
  • I can retell the key details of the text (who, what, where, when, why and how).

Proficiency Scale

The student can ...
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).
... identify the main topic and/or retells some information with few details from the text.
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).
... identify the main topic of a text and retell some of the important key details or events from the text.
  • recognize or recall specific terminology, such as:
    • topic, main idea, detail, nonfiction, fact
  • perform basic processes, such as:
    • recall the main topic
    • name key/supporting detail of a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... identify the main topic of the text as part of retelling the important key details or events, including only the important information from a text at the end of the early reading stage.
  • identify the main topic of a text
  • retell the key and supporting details of a text
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... identify the main idea and retells the key details to explain how those details support the main idea of a text at the middle of the transitional reading stage.

Resources

Vocabulary

  • Information
  • Key Detail
  • Fact
  • Topic
  • Retell

Websites

ELA-01.RL

Narrative for Literature Strand:

Reading literature (fiction) allows students to learn about other lives and times that relate to their own personal experiences. In this strand, students will ask and answer questions about key details (characters, setting, plot), along with retelling what they have read.  Literature (fiction) helps readers learn important life lessons through the lives of the characters, comparing their own experiences with the experiences of the characters they read about. Reading literature (fiction) allows us to learn to appreciate the beauty of the language, and to be articulate speakers and writers.  

Continued work on reading comprehension standards will heighten student abilities to read more age appripriate literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

How to Help Your Child At Home with the Literature Strand:

  • Read to your child often, and let him/her read books to you
  • Ask questions about what is being read  
  • Go beyond just naming the character and setting, have your child describe the characters and settings with details (ex. "What character traits did the characters have?" (kind, mean, creative, patient, messy)? How do you know?)
  • Have your child retell a story they have read with the beginning, middle and end
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss favorite stories together and talk about the characters and messages the author is trying to teach or lessons the characters learned in the story
  • Read aloud frequently.  Children love to listen to stories that are more complicated than they can read on their own.  
  • Don't forget - poetry can be a great read aloud
  • Make regular visits to a public library to select literature (fiction) reading material

 

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.RL.01

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-01.RL.01 Ask and answer questions about key/supporting details in a text before, during, and after reading.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can explain that a key detail is an important part of a text.

Reasoning Targets

  • I can read or listen to a story and ask and answer questions about the story.

Skills (Performance) Targets

  • I can identify key details in a text (who, what, when, why and how).
  • I can ask and answer questions about the key details in a text.

Proficiency Scale

The Student can...
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).
... make inferences about a character/setting or detail (shown in pictures) to help understand the story.
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).
... describe how a character feels at different parts of a story and make predictions about what will happened in the story based on evidence from the text.
  • recognize or recall specific terminology, such as:
    • key detail, supporting detail, before, during, after
  • perform basic processes, such as:
    • ask or answer questions about a text before, during, or after reading
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... notice evidence in the illustrations or text to describe the character or setting and notices and follow the dialogue in a text at the end of the early reading stage.
  • Ask and answer questions about key/supporting details before, during, and after reading
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... make inferences about a character/setting or detail (shown in pictures) to help understand the story.

Resources

Vocabulary

  • Literature
  • Story
  • Poem/Poetry
  • Characters
  • Setting
  • Plot
  • Key Detail
  • Question

Websites

ELA-01.RL.02

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster:  Key Ideas and Details

ELA-01.RL.02 Retell stories, including key/supporting details, and demonstrate understanding of their central or main idea.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can define what a central message or lesson is (what the main character learned).
  • I can identify sequence words that help me understand the story order.

Reasoning Targets

  • I can read or listen to a story and decide what is important.

Skills (Performance) Targets

  • I can retell (put into my own words) stories using the key details (who, what, when, where).
  • I can decide what the main character in the story learned (central message/lesson).

Proficiency Scale

The student can ...
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).
... give a general retell of the story but does not include all the important details or put the events in sequential order.
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).
... correctly retell parts of the story with details from the text in a sequential order and includes or refers to something the character said or did in the retell.
  • recognize or recall specific terminology, such as;
    • retell, sequence, character, setting, problem/solution, plot, main idea, beginning, middle, end
  • perform basic processes, such as:
    • retell familiar stories with some key/supporting details
    • name key details from read alouds
    • recall main idea from read alouds
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... correctly retell the beginning, middle and end of the story with specific details and state a central message (what the character learned) from the story or as part of the retell of a text at the end of the early reading stage.
  • retell stories, including key and supporting details 
  • demonstrate understanding of the central or main idea in grade level appropriate stories
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... correctly recount the beginning, middle and end of the story, giving specific details and stating a central message, theme or moral of a text that is at the middle of the transitional reading stage.
  • summarize the story and determine the main idea, lesson, or moral of a story.

Resources

Vocabulary

  • Retell
  • Sequence
  • Literature
  • Story
  • Poem/Poetry
  • Character
  • Setting
  • Plot
  • Problem/solution
  • Central Message
  • Lesson

Websites

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.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can identify our classroom rules for discussion.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can ask questions when I do not understand.
  • I can listen to the comments of others and share my own ideas.
  • I can follow our classroom rules for discussions.

Proficiency Scale

The student can ...
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).
  • recognize or recall specific terminology, such as:
    • speaking, listening, question, respond, discussion
  • perform basic processes, such as:
    • listen to the person speaking
    • take turns speaking
    • responds to questions or prompts posed by teacher or other adults
    • responds to questions posed by peers
    • asks questions about a topic/text

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • participate in collaborative conversations about grade 1 topics and texts with peers and adults in small and larger groups.
  • follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  • continue a conversation through multiple exchanges.
  • ask questions to clear up confusion about topics and texts being discussed

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

Resources

Vocabulary

  • Speaking
  • Listening
  • Turn Taking
  • Agree
  • Rule
  • Conversation
  • Participate
  • Discussion

Websites