1st Grade English


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E

ELA-01.RF.03

 

ELA-01 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

 

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

a.  Know the spelling-sound correspondence for common consonant digraphs (two letters that replace one sound)

b.  Decode regularly spelled one-syllable words

c.  Know final -e and common vowel team conventions for representing long vowel sounds

d.  Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e.  Decode two-syllable words following basic patterns by breaking the words into syllables

f.  Read words with inflectional endings

g.  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

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)

Product Targets

  • I can spell words using the sounds I hear
  • I can write words that do not follow rules (I cannot sound them out)

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student decodes 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)
 
  3.5 Advanced criteria is not available (see Level 4 for explanation)
3.0

The student decodes 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


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


 
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0
The student 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

 
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 Vocabulary

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

 


ELA-01.RF.04

 

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

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

 a.  Read grade-level text with purpose and understanding.

b.  Read grade-level prose and poetry with accuracy, appropriate rate, and expression.

 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

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)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0


 


  3.5  Advanced criteria is not available (see Level 4 for example)
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

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

 


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-01 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-01.RI.01 Ask and answer questions about key 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

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student demonstrates 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.


  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 demonstrates 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.


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

The student demonstrates some understanding of the text and mentions general facts or ideas from the text.


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student makes inferences about a fact/detail (as shown in the pictures) to help understand the text.

 



 


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Information
  • Key Detail
  • Topic
  • Question

 

 


ELA-01.RI.02

 

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

ELA-01.RI.02 Identify the main topic and retell key 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)

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student identifies 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.


  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 can 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.



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

The student can identify the main topic of a text and retell some of the important key details or events from the text.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student identifies the main topic and/or retells some information with few details from the text.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Information
  • Key Detail
  • Fact
  • Topic
  • Retell

 


ELA-01.RI.03

 

ELA-01 Targeted Standards
(RI) Strand: Reading Information
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.

 

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 and/or 3.0 content.
1.0


  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

  • Individual
  • Event
  • Idea
  • Information
  • Connection

 


ELA-01.RI.04

Under Development

ELA-01 Targeted Standards
(RI) Strand: Reading Information
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

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.RI.05

 

ELA-01 Targeted Standards
(RI) Strand: Reading Information
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 (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

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

 


ELA-01.RI.06

Under Development

ELA-01 Targeted Standards
(RI) Strand: Reading Information
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

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.RI.07

Under Development

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

ELA-01.RI.07 Use the illustrations and details in a text to describe its key ideas.

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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