ELA-01.SL.02
1st Grade (ELA) Targeted Standard
ELA-01.SL.02 Ask and answer questions about key/supporting details in a text read aloud or information presented orally or through other media and requesting clarification if something is not understood.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).... answer few key detail questions about a text read aloud or information presented orally. 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).... answer most key detail questions about a text read aloud or from information presented orally. 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. ... ask and answer questions about the key details from a text read aloud or from information presented orally. 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.... answer questions from a text read aloud or information presented at a more advanced level. ResourcesVocabulary
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ELA-01.SL.04
1st Grade (ELA) Targeted Standard
ELA-01.SL.04 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).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
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ELA-01.SL.05
1st Grade (ELA) Targeted Standard
ELA-01.SL.05 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).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
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ELA-01.SL.06
1st Grade (ELA) Targeted Standard
ELA-01.SL.06 Speak in complete sentences when appropriate to task and situation.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).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
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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
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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.W.04 |
ELA-01.W.05
1st Grade (ELA) Targeted Standard
ELA-01.W.05 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).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
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