1st Grade English


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(RL) READING LITERATURE

ELA-01.RL.08

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

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

ELA-01.RL.09

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-01.RL.09 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

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.RL.10

ELA Reading Literature Strand Logo 1st Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Range of Reading and Level of Text Complexity

ELA-01.RL.10 Read prose and poetry on grade level 1 proficiently and independently.
Prose- spoken or written language as in ordinary usage.
Distinguished from poetry by its lack of a rhythmic structure.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

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

Proficiency Scale

The student can ...
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

  • 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.


ELA-01.SL.01

ELA Speaking and Listening Strand Logo 1st Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-01.SL.01 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.


Student Learning Targets:

Knowledge Targets

  • I can identify our classroom rules for discussion.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can ask questions when I do not understand.
  • I can listen to the comments of others and share my own ideas.
  • I can follow our classroom rules for discussions.

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:
    • speaking, listening, question, respond, discussion
  • perform basic processes, such as:
    • listen to the person speaking
    • take turns speaking
    • responds to questions or prompts posed by teacher or other adults
    • responds to questions posed by peers
    • asks questions about a topic/text

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • participate in collaborative conversations about grade 1 topics and texts with peers and adults in small and larger groups.
  • follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  • continue a conversation through multiple exchanges.
  • ask questions to clear up confusion about topics and texts being discussed

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

Teacher Proficiency Scale

Resources

Vocabulary

  • Speaking
  • Listening
  • Turn Taking
  • Agree
  • Rule
  • Conversation
  • Participate
  • Discussion

Websites


ELA-01.SL.02

ELA Speaking and Listening Strand Logo 1st Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-01.SL.02 Ask and answer questions about key/supporting details in a text read aloud or information presented orally or through other media and requesting clarification if something is not understood.

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

  • I can

Skills (Performance) Targets

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

Proficiency Scale

The student can ...
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).
... answer few key detail questions about a text read aloud or information presented orally.

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).
... answer most key detail questions about a text read aloud or from information presented orally.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... ask and answer questions about the key details from a text read aloud or from information presented orally.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... answer questions from a text read aloud or information presented at a more advanced level.

Resources

Vocabulary

  • Listen
  • Respond
  • Answer
  • Ask
  • Questions
  • Key Details
  • Presentation
  • Media

Websites


ELA-01.SL.03

ELA Speaking and Listening Strand Logo 1st Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-01.SL.03 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

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.SL.04

ELA Speaking and Listening Strand Logo 1st Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-01.SL.04 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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.SL.05

ELA Speaking and Listening Strand Logo 1st Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-01.SL.05 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

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.SL.06

ELA Speaking and Listening Strand Logo 1st Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-01.SL.06 Speak in complete sentences when appropriate to task and situation.

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

(W) WRITING

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



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