1st Grade English

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PRIORITIZED STANDARDS

ELA-01.SL

BPSS-ELA logoStrand (SL)

Speaking and Listening

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.W

BPSS-ELA logoStrand (W)

Writing

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

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.W.01

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-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.

Student Learning Targets:

Knowledge Targets

  • I can identify an opening of a piece of writing
  • I can identify how a piece of writing should end
  • I can identify my opinion on a topic or book

Reasoning Targets

  • I can choose words that will help convey my opinion on my topic

Skills (Performance) Targets

  • I can identify my opinion on a topic or book
  • I can support my opinion with a reason

Product Targets

  • I can write an opinion piece with an introduction, opinion, supporting reason and a conclusion
  • I can draw pictures to help the reader understand my opinion on the topic

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Write his/her opinion and at least 4 reasons to support the opinion
  • Write a beginning in which the opinion is stated, but also sets the readers up to expect that the writing is going to convince them of the writers opinion
  • Connects parts of the writing piece using words such as: also, another, and because
  • Writes an ending in which the readers are reminded of the opinion
  • Anticipate arguments and use voice to defend the opinion
 The student may write about the same topics, but the writing style is 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 :

  • Write his/her opinion and at least 3 reasons to support the opinion
  • Write a beginning that catches the readers attention
  • Names the topic or text the writing is about and gives his/her opinion
  • Says more about the opinion throughout the piece and uses words such as: and, because, throughout the piece
  • Writes an ending to the piece
 The student researches and writes a piece on whether a dog or cat make a better pet.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Write his/her opinion and at least 2 reasons to support the opinion
  • Write a beginning that catches the readers attention
  • Names the topic or text the writing is about and gives his/her opinion
  • Says more about the opinion throughout the piece
  • Writes an ending to the piece
 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:

  • Write his/her opinion and at least 1 reason to support the opinion
  • Names the topic or text the writing is about and gives his/her opinion
 See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Opinion
  • Sentence
  • Details
  • Topic
  • Word Choice
  • Illustrate
  • Idea

 

ELA-01.W.02

 

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-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.

Student Learning Targets:

Knowledge Targets

  • I can identify how to start a to a writing piece
  • I can identify how to end a writing piece
  • I can identify words that match my topic

Skills (Performance) Targets

  • I can select a topic and identify facts to share
  • I can illustrate my writing to help my reader learn about my topic
  • I can use words in my writing that match my topic

Product Targets

  • I can write an informative paper with a topic, facts and an opening and closing sentence

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Teach the reader some important points about a subject/topic
  • Writes a beginning in which he/she named a subject/topic
  • Uses words such as:  and, also to show he/she had more to say
  • Writes sentences or a section at the end to wrap up the writing piece
  • Has different parts to the writing.  Each part told different information about the topic
  • Used different kinds of information in his/her writing such as facts, definitions, details, steps and tips
  • Tries to include the words that showed he/she was an expert on the subject/topic
 The student may write about the same topics, but the writing style is 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:

  • Teach his/her readers about a topic
  • Names his/her topic in the beginning and got the reader's attention
  • Tells different parts about his/her topic on different pages
  • Tells about the topic part by part (grouping like information together)
  • Writes an ending to the piece
  • If applicable, uses pictures that pertain to the topic
  • Uses facts in the writing to teach about the topic
  • Used labes and words to give facts
 The student researches and writes about a topic that they are in interested in (firemen the ocean, horses.....) 
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Teach his/her readers about a topic
  • Tells different parts about his/her topic on different pages
  • Tells about the topic part by part (grouping like information together)
  • If applicable, uses pictures that pertain to the topic
  • Uses facts in the writing to teach about the topic
 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:

  • Teach his/her readers about a topic
  • If applicable, uses pictures that pertain to the topic
  • Uses facts in the writing to teach about the topic

 

 See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Informative
  • Topic
  • Details
  • Facts
  • Research
  • Illustrate
  • Diagram
  • Label

 

ELA-01.W.03

 

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-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.

Student Learning Targets:

Knowledge Targets

  • I can identify an opening to a piece of writing
  • I can identify a closing to a piece of writing
  • I can identify sequence words

Reasoning Targets

  • I can place story events in the correct order

Skills (Performance) Targets

  • I can use details to describe  what happened in my story
  • I can use words (before, during and after) to show event order in my story

Product Targets

  • I can write an ending for my story that provides a sense of closure (ties up the story)
  • I can illustrate my story with pictures that match my writing

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Write about one focused event
  • Show their thinking about how to write a good beginning and chose a way to start his/her story (chose the action, talk, or setting that would make a good beginning)
  • Told the story in order by using words such as:  when, then and after
  • Chose the action, talk or feeling that would make a good ending
 The student may write about the same topics, but the writing style is 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:

  • Write about one focused event
  • Writes a beginning, middle and end for his/her story
  • Writes about three or more events in the correct sequence using temporal words
  • Uses pictures in the writing (if applicable) that putes the picture from his/her mind onto the page (that matches the story)
 The student writes a narrative about their favorite summer memory.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Write about one focused event
  • Tries to write a beginning, middle and end for his/her story
  • Writes about two  events in the correct sequence
  • Uses pictures in the writing (if applicable) that putes the picture from his/her mind onto the page (that matches the story)
 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:

  • Writes about more than one event
  • Uses pictures in the writing (if applicable) that putes the picture from his/her mind onto the page (that matches the story)
 See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Narrative
  • Story
  • Event
  • Sequence
  • Temporal Words
  • Illustrate

 

(L) LANGUAGE

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.01

Under Development

ELA-01 Targeted Standards
(L) Strand: Language
Cluster: Conventions of Standard English.

ELA-01.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.  Print all upper and lower-case letters.

b.  Use common, proper, and possessive nouns.

c.  Use singular and plural nouns with matching verbs in basic sentences (e.g. He hops, We hop)

d.  Use personal, possessive and indefinite pronounts (e.g. I, me, my, they, them, their, anyone)

e.  Use verbs to convey a sense of past, present, and future (e.g Yesterday I walked home, Today I walk home, Tomorrow I will walk home)

f.  Use frequently occuring adjectives

g. Use frequently occuring conjunctions

h.  Use determiners (e.g. articles, demonstratives)

i.  Use frequently occurring prepositions (e.g. during, beyond, toward)

j.  Produce and expand complet simple and compound declarative, interrogative, imperative and exclamatory sentences in response to prompts.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Student is able to
 -
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

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.L.03

Under Development

ELA-01 Targeted Standards
(L) Strand: Language
Cluster: Knowledge of Language.

ELA-01.L.03 (Begins in grade 2)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
 -
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-01.L.04

Under Development

ELA-01 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-01.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

a.  Use sentence-level context as a clue to the meaning of a word or phrase

b.  Use frequently occurring affixes as a clue to the meaning of a word.

c.  Identify frequently occuring root words (e.g. look) and their inflectional forms (e.g looks, looked, looking).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
 -
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

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