1st Grade English


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PRIORITIZED 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 Writing Strand Logo 1st Grade (ELA) Targeted Standard
(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.

Sub-Standards:

a. Introduce the topic or name the book they are writing about.
b. State an opinion.
c. Supply a reason for the opinion.
d. Provide some sense of closure.

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.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • fact, opinion, topic, closure
  • perform basic processes, such as:
    • write an opinion piece using a prompt or scaffold
    • orally state an opinion about a topic
    • differentiate fact from opinion
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write opinion texts that
    • state an opinion
    • supply a reason to support the opinion
    • provide some sense of closure
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write a complex opinion text that
    • exhibits an organized flow using opinion and supporting resources, action words, adjectives, etc.
    • provides multiple reasons to support the opinion
    • provides a strong sense of closure
Teacher Proficiency Scale

Resources

Vocabulary

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

Websites


ELA-01.W.02

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(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.

Sub-Standards:

a. name a topic
b. supply some facts about the topic
c. 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.

Reasoning Targets

  • I can

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.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • fact, opinion, topic, closure
  • perform basic processes, such as:
    • write an informative piece using a prompt or scaffold
    • state a fact about a topic
    • differentiate fact from opinion
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write informative texts that
    • name a topic
    • supply facts about the topic
    • provide a sense of closure
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write a complex informational text that
    • uses logical order with transitions
    • exhibits an organized flow using definitions, complex facts, action words, etc.
    • provides multiple facts about the topic
    • provides a strong sense of closure
Teacher Proficiency Scale

Resources

Vocabulary

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

Websites



ELA-01.W.03

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(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.

Sub-Standards:

a. recount two or more appropriately sequenced events
b. include some details regarding what happened
c. use transitional words to signal event order
d. provide some sense of closure

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.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • narrative, sequence, transition words, topic, closure
  • perform basic processes, such as:
    • write a narrative piece with a prompt or scaffold
    • identify a sequence of events connected to a shared event or story
    • name transitional words such as first, then, next, last
    • draw and retell an event from a story
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write narratives that
    • recount two or more sequenced events
    • include details regarding what happened
    • use transitional words to signal event order
    • provide a sense of closure
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write a complex narrative that
    • uses many interesting details showing thoughts, feelings, and actions
    • provides three or more appropriately sequenced events
    • provides a strong sense of closure
Teacher Proficiency Scale

Resources

Vocabulary

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

Websites


(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

ELA Language Strand Logo 1st Grade (ELA) Targeted Standard
(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.

Sub-Standards:

Introduce:
a. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
b. Correctly use common homophones (e.g., to, too, two; there, their).
c. Ensure subject verb-agreement.
d. Produce compound sentences.
e. Use singular and plural nouns with matching verbs in basic sentences (simple subject/verb agreement).
f. Form and use regular and irregular plural nouns.
g. Form and use the simple verb tenses (e.g., I walked, I walk; I will walk).
h. Use personal, possessive, and indefinite pronouns.
i. Use adjectives depending on what is to be modified.
j. Use demonstratives (that, those, these, this).
Practice:
k. Use question words (interrogatives).
l. Produce complete sentences in shared language activities.
m. Common and proper nouns.
n. Use regular plural nouns orally by adding /s/ or /es/.
o. Use frequently occurring adjectives.
p. Use articles.
Display proficiency in:
q. Uppercase and lowercase letters.
r. Use frequently occurring conjunctions (and, or, but).
s. Use prepositions.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-01.L.02

ELA Language Strand Logo 1st (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-01.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Sub-Standards:

Introduce:
a. Capitalize dates and names of people.
b. Use commas in dates and to separate single words in a series.
c. Capitalize holidays, product names, and geographic names.
d. Use commas in greetings and closings of letters.
e. Use an apostrophe to form contractions and frequently occurring possessives.
f. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
g. Capitalize important words in titles.
h. Form and use possessives.
i. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
j. Use punctuation to separate items in a series.
Practice:
k. Use end punctuation for sentences.
l. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
m. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
n. Use conventional spelling for high-frequency and other studied words.
o. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations. (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts)
Display proficiency in:
p. Recognize and name end punctuation.

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

  • I can

Skills (Performance) Targets

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

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

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

Teacher Proficiency Scale

Scoring Rubric

Score   Description Sample Activity
4.0

Student is able to:

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

“The Standard.” Student is able to:

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

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

Certain pieces of writing will be edited and published for an audience to read.

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

The student:

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

The student:

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

Resources

Vocabulary

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

Websites


ELA-01.L.03

ELA Language Strand Logo 1st Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Knowledge of Language

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

ELA-01.L.04

ELA Language Strand Logo 1st Grade (ELA) Targeted Standard
(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.

Sub-Standards:

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 occurring root words (e.g., look) and their inflectional forms (e.g., looked, looking).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-01.L.05

ELA Language Strand Logo 1st Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-01.L.05 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Sub-Standards:

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and defining or choosing them or by acting out the meanings.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-01.L.06

ELA Language Strand Logo 1st Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-01.L.06 Use words and phrases acquired through conversations, reading, being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

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

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

(RF) READING FOUNDATIONS

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.



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