1st Grade English


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(RF) READING FOUNDATIONS

ELA-01.RF.01

ELA Reading Foundational Skills Strand Logo 1st Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations
Cluster: Print Concepts

ELA-01.RF.01 Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence.


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 ...
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).
  • With help, a partial understanding of the simple and target content.
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).
  • Recognizes and identify specific terminology, such as:
    • First word
    • Capitalization
    • Ending punctuation
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Identify letters, words, and sentences
  • Recognize that words are combined to make a sentences
  • Recognize that the first word in a sentence is capitalized
  • Recognize that words are separated by spaces before and after them
  • Recognize that a sentence ends with a punctuation mark (e.g., period, question mark, exclamation point)
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Reading beyond grade level. 

Resources

Vocabulary

  • Capitalization
  • Punctuation

Websites

  • Links to sites that open in a new window

ELA-01.RF.01a

 

ELA-01 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

ELA-01.RF.01 Demonstrate understanding of the organization and basic features of print.

RF.01.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). 

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

Score   Description Sample Activity
4.0
 
  3.5 Advanced proficiency not available (See Level 4 explanation)
3.0

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

  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0
-See Level 3 for expectations
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

  • Letter
  • Word
  • Sentence
  • Capitalize
  • Punctuation Mark

 


ELA-01.RF.02

ELA Reading Foundations Strand Logo 1st Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonological Awareness

ELA-01.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Sub-Standards:

a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words, by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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).
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.RF.03

ELA Reading Foundations Strand Logo 1st Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

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

Sub-Standards:

a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Demonstrate use of beginning and ending blends
d. Know final -e and common vowel team conventions for representing long vowel sounds.
e. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
f. Decode two-syllable words following basic patterns by breaking the words into syllables.
g. Read words with inflectional endings.
h. Recognize and read grade-appropriate irregularly spelled words.

Student Learning Targets:

Knowledge Targets

  • I can identify the sounds each letter makes.
  • I can recognize long vowel sounds created using a final-e and common vowel teams.
  • I can recognize that all syllables have a vowel sound.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can identify and create the sounds that common letters make when they are put together (th, sh, ph).
  • I can decode words with one syllable by sounding out each letter.
  • I can decode two-syllable words by breaking them into vowel sound segments.
  • I can read words with ending added to them (-ing, -s, -ed).
  • I can read words that do not follow rules (I cannot sound them out).
  • I can spell words using the sounds I hear.
  • I can write words that do not follow rules (I cannot sound them out).

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).
decodes and read words correctly with the following phonics skills in text:
  • Words with short vowel patterns (cat, sit, hen, cut)
  • Sight words found in text at the end of the emergent reading stage
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).
decode and read words correctly with the following phonics skills in text:
  • Words with digraphs (sh, th, ch, ck)
  • Beginning and ending blends (bl, fr, nd, ld)
  • Long vowel patterns with silent -e (cape, bike)
  • Sight words found in text at the beginning to middle early reading stage
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
decode and read words correctly with the following phonics skills in text that is at the end of the early reading stage:
  • Words with common vowel teams
  • Two-syllable words with inflected endings (-ed, ing)
  • Sight words found in text at the end of the early reading stage
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
decode and read words correctly with the following phonics skills in text that is at the middle of the transitional reading stage:
  • Regularly spelled two-syllable words with long vowels
  • Words with common prefixes and suffixes
  • Words with long and short vowel patterns
  • Irregularly spelled words (sight words)
Teacher Proficiency Scale

Resources

Vocabulary

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

Websites


ELA-01.RF.04

ELA Reading Foundations Strand Logo 1st Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Fluency

ELA-01.RF.04 Read with sufficient accuracy and fluency to support comprehension.

Sub-Standards:

a. Read grade level text with purpose and understanding.
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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 ...
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

  • Fluency
  • Accuracy
  • Rate
  • Poetry
  • Prose
  • Expression

Websites


(RI) READING INFORMATION

ELA-01.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for Informational Reading Strand:

The primary purpose of informational text (non-fiction) is to inform the reader about the natural or social world. Different from literaure (fiction), informational text does not utilize characters.  In this strand students are expected to determine the topic (who or what the text is about).  Students will also ask and answer questions about the topic of the text and retell details from informational text they hear. 

Informational text offers a variety of structures to assist the readers in finding information quickly and efficiently. These might include a table of contents, bold or italicized text, glossaries, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. 

Continued work on reading comprehension standards will heighten student abilities to read more age appropriate informational (non-fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about bears?)
  • Go beyond just naming the topic, ask your child to tell you details about the topic 
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Read aloud frequently.  Children love to listen to non-fiction stories that are more complicated than they can read on their own
  • Bring attention to bold words, captions and  glossaries that will help locate key facts or information in a text
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-01.RI.01

ELA Reading Informational Strand Logo 1st Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

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

Student Learning Targets:

Knowledge Targets

  • I can explain that a key detail is an important part of the text.

Reasoning Targets

  • I can read or listen to a story and ask and answer questions about the key details.

Skills (Performance) Targets

  • I can identify key details in an informational text (who, what, when, why, how).
  • I can ask and answer questions about key details in an informational text.

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).
... make inferences about a fact/detail (as shown in the pictures) to help understand the text.
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).
... demonstrate some understanding of the text and mentions general facts or ideas from the text.
  • recognize or recall specific terminology, such as:
    • information, key detail, nonfiction, text evidence, nonfiction text features, main idea
  • perform basic processes, such as:
    • identify key and supporting details in a nonfiction text ask or answer questions about details in a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... demonstrate complete understanding of the text and includes almost all important information and main ideas from a text at the end of the early reading stage.
  • ask questions about key and supporting details in nonfiction texts
  • answer questions about key and supporting details in nonfiction texts
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... demonstrate complete understanding of the story and includes important information and main ideas supported by evidence when answering literal and inferential questions about a text at the middle of the transitional reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Information
  • Nonfiction
  • Key detail
  • Text evidence
  • Nonfiction text features
  • Topic
  • Question
  • Main Idea

ELA-01.RI.02

ELA Reading Informational Strand Logo 1st Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: CNAME

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

Student Learning Targets:

Knowledge Targets

  • I can define main topic (who or what the text is mostly about).
  • I can define what a key detail is (who, what, where, when, why, how).

Reasoning Targets

  • I can read or listen to a story and determine the key details that are important.

Skills (Performance) Targets

  • I can identify the main topic (who or what) of the text.
  • I can retell the key details of the text (who, what, where, when, why and how).

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).
... identify the main topic and/or retells some information with few details from the text.
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).
... identify the main topic of a text and retell some of the important key details or events from the text.
  • recognize or recall specific terminology, such as:
    • topic, main idea, detail, nonfiction, fact
  • perform basic processes, such as:
    • recall the main topic
    • name key/supporting detail of a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... identify the main topic of the text as part of retelling the important key details or events, including only the important information from a text at the end of the early reading stage.
  • identify the main topic of a text
  • retell the key and supporting details of a text
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... identify the main idea and retells the key details to explain how those details support the main idea of a text at the middle of the transitional reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Information
  • Key Detail
  • Fact
  • Topic
  • Retell

Websites


ELA-01.RI.03

ELA Reading Informational Strand Logo 1st Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-01.RI.03 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

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 ...
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

  • Individual
  • Event
  • Idea
  • Connection
  • Information

ELA-01.RI.04

ELA Reading Informational Strand Logo 1st Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-01.RI.04 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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).
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.RI.05

ELA Reading Informational Strand Logo 1st Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-01.RI.05 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

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 ...
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

  • Text Feature
  • Keyword
  • Bold
  • Caption
  • Heading
  • Title
  • Diagram
  • Chart
  • Photo
  • Index
  • Front cover
  • Back cover
  • Title page

Websites


ELA-01.RI.06

ELA Reading Informational Strand Logo 1st Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-01.RI.06 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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).
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


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