1st Grade English


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E

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

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


ELA-01.W.04

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-01.W.04 (Begins in grade 3)

ELA-01.W.05

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-01.W.05 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

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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