1st Grade English


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PRIORITIZED STANDARDS

ELA-01.L

BPSS-ELA logoStrand (L)

Language

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-01 Targeted Standards
(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.

a.  Capitalize dates and names of people.

b.  Use end punctuation for sentences.

c.  Use commas in dates and to seperate single words in a series.

d.  Use conventional spelling for words with common spelling patterns and for frequently occuring irregular words.

e.  Spell untaught words phonetically, drawing on phoemic awareness and spelling conventions.

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 

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

Product Targets

  • I can produce a published piece of writing with correct punctuation, capitalization and spelling

 

 

Proficiency (Rubric) Scale

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

Websites

Vocabulary

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

 


ELA-01.RF

BPSS-ELA logoStrand (RF)

Reading Foundations

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-01 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

 

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

a.  Know the spelling-sound correspondence for common consonant digraphs (two letters that replace one sound)

b.  Decode regularly spelled one-syllable words

c.  Know final -e and common vowel team conventions for representing long vowel sounds

d.  Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e.  Decode two-syllable words following basic patterns by breaking the words into syllables

f.  Read words with inflectional endings

g.  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

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)

Product Targets

  • I can spell words using the sounds I hear
  • I can write words that do not follow rules (I cannot sound them out)

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student decodes 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)
 
  3.5 Advanced criteria is not available (see Level 4 for explanation)
3.0

The student decodes 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


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student decodes 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


 
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0
The student 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

 
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 Vocabulary

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

 


ELA-01.RI

BPSS-ELA logoStrand (RI)

Reading Information

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-01 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-01.RI.01 Ask and answer questions about key details in a text.

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

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student demonstrates 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.


  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 student demonstrates 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.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student demonstrates some understanding of the text and mentions general facts or ideas from the text.


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student makes inferences about a fact/detail (as shown in the pictures) to help understand the text.

 



 


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Information
  • Key Detail
  • Topic
  • Question

 

 


ELA-01.RI.02

 

ELA-01 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-01.RI.02 Identify the main topic and retell key details of a text.

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)

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student identifies 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.


  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 student can 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.



  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student can identify the main topic of a text and retell some of the important key details or events from the text.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student identifies the main topic and/or retells some information with few details from the text.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Information
  • Key Detail
  • Fact
  • Topic
  • Retell

 


ELA-01.RL

BPSS-ELA logoStrand (RL)

Reading Literature

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-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-01.RL.01 Ask and answer questions about key details in a text.

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

 

Rubric/Proficiency Scale 

Score   Description Sample Activity
4.0

The student finds text evidence or clues in the story to support inferences about the character and setting along with inferring reasons that the character changed based on evidence in a text that is at the middle of the transitional reading stage.

  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 student notices 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.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0The student is able to 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.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student makes inferences about a character/setting or detail (shown in pictures) to help understand the story.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

 Websites

Vocabulary

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

 


ELA-01.RL.02

 

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-01.RL.02 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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)

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to 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.


  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 student is able to 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.



  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student is able to 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.


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0The student gives a general retell of the story but does not include all the important details or put the events in sequential order.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 

Vocabulary

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

 



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