Grade 1

Language Strand

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

• First Grade Activities and Games
• Writing Activities for First Graders
• Scavenger Hunt
• Working with Verbs
• Vocabulary Game

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.

Proficiency Scale

Sub-Standards:

Grade 1

Reading Foundations Strand

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

• Starfall
• ABCYa
• Phonics Games
• Interactive Sites for Education
• Fry Instant Word List

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.

Proficiency Scale

Sub-Standards:

Grade 1

Reading Informational/Nonfiction Strand

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

• Non-Fiction Reading 
• How to Read Non-Fiction
• Questions for Non-Fiction
• Non-Fiction Magazine Ideas
• National Geographic 

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.

Proficiency Scale

Proficiency Scale

Grade 1

Reading Literature/Fiction Strand

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:

• Reading Resources
• Reading Tips for Parents of First Graders
• Poetry Resources
• Suessville
• Comprehension Questions 

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.

Proficiency Scale

Proficiency Scale

Grade 1

Speaking and Listening Strand

Narrative for the Speaking and Listening Strand

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

• Expanding Vocabulary
• Top 10 Vocabulary Resources
• Storyline Online
• Tumble Books
• Pebble Go
• National Geographic

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.

Proficiency Scale

Grade 1

Writing Strand

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

• http://www.nwp.org
• http://www.readwritethink.org
• http://www.readingrockets.org

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.

Proficiency Scale

Sub-Standards:

Proficiency Scale

Sub-Standards:

Proficiency Scale

Sub-Standards:

Grade 1

Language Strand

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

• First Grade Activities and Games
• Writing Activities for First Graders
• Scavenger Hunt
• Working with Verbs
• Vocabulary Game

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.

Sub-Standards:

Student Learning Targets:

Knowledge Targets

• I can 

Reasoning Targets

• I can 
  

Skills (Performance) Targets

• I can 

Proficiency Scale

The Student Will ...

Resources

Proficiency Scale

Sub-Standards:

Sub-Standards:

Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can&

Proficiency Scale

The Student Will ...

Resources

Sub-Standards:

Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can&

Proficiency Scale

The Student Will ...

Resources

Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can&

Proficiency Scale

The Student Will ...

Resources

Grade 1

Reading Foundations Strand

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

• Starfall
• ABCYa
• Phonics Games
• Interactive Sites for Education
• Fry Instant Word List

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.

Student Learning Targets:

Knowledge Targets

• I can identify letters, words, and sentences
  
• I can recognize that words are combined to make a sentences
  
• I can recognize that the first word in a sentence is capitalized
  
• I can recognize that words are separated by spaces before and after them
  
• I can recognize that a sentence ends with a punctuation mark (e.g., period, question mark, exclamation point)

Reasoning Targets

• I can 
  

Skills (Performance) Targets

• I can 
  

Proficiency Scale

The Student Will ...

Resources

Student Learning Targets:

Knowledge Targets

• I can identify letters, words, and sentences
• I can recognize that words are combined to make a sentences
• I can recognize that the first word in a sentence is capitalized
• I can recognize that words are separated by spaces before and after them
• I can recognize that a sentence ends with a punctuation mark (e.g., period, question mark, exclamation point)

Proficiency (Rubric) Scale

Resources

Websites

• ABC Mouse
• Starfall

Vocabulary

• Letter
• Word
• Sentence
• Capitalize
• Punctuation Mark

Sub-Standards:

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Proficiency Scale

Sub-Standards:

Sub-Standards:

Student Learning Targets:

Knowledge Targets

• I can recognize when a word I have read does not make sense within the text.
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can read 1st grade text fluently and show comprehension through voice, timing, and expression.
  
• I can self-correct misread or misunderstood words using context clues.
  
• I can read with corrections when necessary.
  
• I can read fluently (easy, smooth and automatic).
  

Proficiency Scale

The student can ...

Resources

Grade 1

Reading Informational/Nonfiction Strand

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

• Non-Fiction Reading 
• How to Read Non-Fiction
• Questions for Non-Fiction
• Non-Fiction Magazine Ideas
• National Geographic 

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.

Proficiency Scale

Proficiency Scale

Student Learning Targets:

Knowledge Targets

• I can identify individuals, events, ideas, or pieces of information in a text.
  

Reasoning Targets

• I can describe a connection between two individuals in a text
  
• I can describe a connection between two events in a text.
  
• I can describe a connection between two ideas or pieces of information in a text.
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can identify and give examples of text features.
  

Reasoning Targets

• I can explain how text features help locate key facts or information.
  

Skills (Performance) Targets

• I can locate key facts or information using text features.
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can read informational books and and think about the topic I am reading.
  
• I can answer questions about informational books I read.
  
• I can retell the important information from informational books I read.
  

Proficiency Scale

The student can ...

Resources

Grade 1

Reading Literature/Fiction Strand

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:

• Reading Resources
• Reading Tips for Parents of First Graders
• Poetry Resources
• Suessville
• Comprehension Questions 

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.

Proficiency Scale

Proficiency Scale

Student Learning Targets:

Knowledge Targets

• I can identify the characters, settings, and major events in a story.
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can use key details to describe the characters in a story.
  
• I can use key details to describe the settings in a story.
  
• I can use key details to describe the major events in a story.
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can explain the differences between books that tell stories and books that give information.
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can read or listen to books that have stories. I can read or listen to books that give information.
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can identify characters in a story.
  

Reasoning Targets

• I can recognize when more than one character is telling the story.
  

Skills (Performance) Targets

• I can identify when the character telling the story changes. I can identify the character telling the story at any point in the story.
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can read stories and poems and and think about what I am reading.
  
• I can answer questions about stories and poems I read.
  
• I can retell the important information from stories and poems I read.
  

Proficiency Scale

The student can ...

Resources

Grade 1

Speaking and Listening Strand

Narrative for the Speaking and Listening Strand

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

• Expanding Vocabulary
• Top 10 Vocabulary Resources
• Storyline Online
• Tumble Books
• Pebble Go
• National Geographic

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.

Proficiency Scale

Student Learning Targets:

Knowledge Targets

• I can identify information from a text being read aloud.
  
• I can identify information that is presented in different formats (ex. media, charts, graphs, websites, speeches).
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can ask and answer questions about key details in a text or presentation.
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Grade 1

Writing Strand

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

• http://www.nwp.org
• http://www.readwritethink.org
• http://www.readingrockets.org

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.

Proficiency Scale

Sub-Standards:

Proficiency Scale

Sub-Standards:

Proficiency Scale

Sub-Standards:

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Student Learning Targets:

Knowledge Targets

• I can
  

Reasoning Targets

• I can
  

Skills (Performance) Targets

• I can
  

Proficiency Scale

The student can ...

Resources

Under Development

Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency (Rubric) Scale

Resources

Websites

• Add resources with links, youtube or PDF

Vocabulary

• List