1st Grade English


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(RL) READING LITERATURE

ELA-01.RL.02

 

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

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

Student Learning Targets:

Knowledge Targets

  • I can define what a central message or lesson is (what the main character learned)
  • I can identify sequence words that help me understand the story order

Reasoning Targets

  • I can read or listen to a story and decide what is important

Skills (Performance) Targets

  • I can retell (put into my own words) stories using the key details (who, what, when, where)
  • I can decide what the main character in the story learned (central message/lesson)

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to correctly recount the beginning, middle and end of the story, giving specific details and stating a central message, theme or moral of a text that is at the middle of the transitional reading stage.


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student is able to correctly retell the beginning, middle and end of the story with specific details and state a central message (what the character learned) from the story or as part of the retell of a text at the end of the early reading stage.



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

The student is able to correctly retell parts of the story with details from the text in a sequential order and includes or refers to something the character said or did in the retell.


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


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 

Vocabulary

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

 


ELA-01.RL.03

 

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

ELA-01.RL.03 Describe characters, settings, and major events in a story, using key details.

Student Learning Targets:

Knowledge Targets

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

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 tod escribe the major events in a story.

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0



  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



  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 content.
1.0



  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Character
  • Setting
  • Major Event
  • Key detail

 


ELA-01.RL.04

 Under Development

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-01.RL.04 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

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.RL.05

 

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-01.RL.05 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Student Learning Targets:

Reasoning Targets

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

Skills (Performance) Targets

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

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  See Level 3 for example of task.
  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

Vocabulary

  • Story
  • Information

 


ELA-01.RL.06

 

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-01.RL.06 Identify who is telling the story at various points in a text.

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 (Rubric) Scale

Score   Description Sample Activity
4.0


  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



  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 content.
1.0



  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Character
  • Dialogue

 


ELA-01.RL.07

 Under Development

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-01.RL.07 Use illustrations and details in a story to describe its characters, setting, or events.

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.RL.08

 Under Development

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-01.RL.08 (Not applicable to literature)

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.RL.09

 Under Development

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-09.RL.00 Compare and contrast the adventures and experiences of characters in stories.

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.RL.10

 

ELA-01 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Range of Reading and Level of Text Complexity.

ELA-01.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Student Learning Targets:

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 (Rubric) Scale

Score   Description Sample Activity
4.0



  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



 

  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 content.
1.0

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Read
  • Story
  • Fiction
  • Poem
  • Comprehend
  • Strategies
  • Key Details
  • Retell

 


(SL) SPEAKING AND LISTENING

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.



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