Standards for Language Arts and Mathematics Grade One

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1 Standards for Language Arts and Mathematics Grade One WORKING TOGETHER IN A STANDARDS-BASED DISTRICT District will have: curriculum designed and focused on standards curriculum aligned and coherent across grade levels professional development focused on and supporting standards programs and services aligned to support goals of standards Teachers will: share same student goals have same explicit expectations apply same evaluation criteria know if students meet standards Students will: know what to learn know what products and performances to complete know the level of expected achievement Parents will: have benchmarks to measure their child s academic progress be able to participate in informed discussions about their child s achievement be able to assist the school and their child in making further progress

2 Language Arts Standards - Grade One Language Arts is the study of reading, writing, listening and speaking. Speaking and listening pave the way for learning to read and write. The importance of learning to read effectively cannot be overemphasized. A child s reading level at the end of the third grade give a more accurate forecast than anything else of the child s future academic success. Learning to communicate is one of the earliest and greatest accomplishments that a child can make. By studying how one learns to speak, we can learn about how one learns to read and write. Think of the baby who sees a puppy and wants to touch it. The child will probably point to the puppy and utter some sounds, maybe ubee. The parent with the child then responds, You want to touch the puppy? This interaction teaches so much! First of all, the parent valued the child s attempt at communication. Next, the parent accepted the child s approximation ubee for puppy. Finally, the parent gave the child feedback by modeling the correct pronunciation. It is important to: 1) value the child s attempts, 2) accept the child s approximations, and 3) give the child feedback in a non-threatening manner. Modeling for the child is one of the most powerful and memorable methods of teaching particularly for young children. In the earliest years of learning to read, children start to develop ways of working with words, so that they can understand what they are reading. Effective readers draw on three main cueing systems for predicting meaning in text. They integrate and cross-check their knowledge of the world around them, their knowledge of the structures of spoken language, and their knowledge of sound-symbol relationships and the ability to see visual similarities and patterns in words. What Parents Can Do To find out which cueing system your child is using when attempting a tricky word, ask: Does it make sense? Does it look right? Does it sound right? A proficient reader will use all three cueing systems to make meaning from text. Children learn more from their parents than from anyone else. Parents can strengthen and reinforce simply by asking questions and discussing their everyday activities. For example, ask you children to describe the best route to take to school. Also, set aside time daily to read aloud to your children. This helps build concepts, vocabulary, and interest. Using This Document These Language Arts Standards will help answer the question, What should my child be leaning in school? The suggestions will help you provide a great leaning environment at home. READING WORD ANALYSIS, FLUENCY & SYSTEMATIC VOCABULARY DEVELOPMENT Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication and word parts. They apply this knowledge to achieve fluent oral and silent reading. CONCEPTS ABOUT PRINT match oral words to printed words identify the title and author of a reading selection identify letters, words, and sequences PHONEMIC AWARENESS distinguish initial, medial and final sounds in single-syllable words distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g. bit/bite) create and state a series of rhyming words, including consonant blends add, delete or change target sounds in order to change words (e.g., change cow to how ; pan to an ) blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat) segment single syllable words into their components (e.g., cat = /c/a/t/; splat = /s/p/l/a/t/; rich = /r/i/c/h/)

3 DECODING AND WORD RECOGNITION generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (e.g., phonograms), and combine those sounds into recognizable words read common, irregular sign words (e.g., the, have, said, come, give, of) use knowledge of vowel and consonant/digraphs and r-controlled letter-sound associations to read words read compound words and contractions read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking) read common word families (e.g., -ite, -ill, -ate) read aloud with fluency in a manner than sounds like natural speech VOCABULARY AND CONCEPT DEVELOPMENT classify grade-appropriate categories of words (e.g., concrete collections like animals and foods) READING COMPREHENSION Students read and understand grade-level appropriate material. They draw upon a variety of comprehension strategies as needed, including generating and responding to essential questions, making predictions, and comparing information from several sources. The quality and complexity of the materials to be read by students are illustrated in the California Reading List. In addition to their regular school reading, by grade 4, students read one-half million words annually, including a good representation of narrative (e.g., classic and contemporary literature) and expository (e.g., magazines, newspapers, on-line information) text appropriate for each grade. STRUCTURAL FEATURES OF INFORMATIONAL MATERIALS identify text which uses sequence and/or logical order COMPREHENSION AND ANALYSIS OF GRADE-LEVEL APPROPRIATE TEXT respond to who, what, when, where, and how questions follow one-step written instructions use context to resolve ambiguities about word and sentence meanings confirm predictions about what will happen next in text by identifying key words (e.g., signpost words) relate prior knowledge to textual information retell the central ideas of simple expository or narrative passages STANDARD 3 LITERACY RESPONSE AND ANALYSIS Students read and respond to a wide variety of significant works of children s literature. They distinguish between the structural features of text and the literary terms or elements (e.g., theme, plot, setting, and characters). The quality and complexity of the materials to be read by students are illustrated in the California Reading List. NARRATIVE ANALYSIS OF GRADE-LEVEL-APPROPRIATE TEXT identify and describe the story elements of plot, setting, and characters, including the story s beginning, middle, and ending describe the role and contributions of authors and illustrators to print materials recollect, talk, and write about books read during the school year WRITING WRITING STRATEGIES Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use the stage of the writing process (e.g., pre-writing, drafting, revising, and editing successive versions).

4 ORGANIZATION AND FOCUS select a focus when writing use descriptive words when writing PENMANSHIP print legibly and space letters, words, and sentences appropriately WRITING APPLICATIONS (GENRES & THEIR CHARACTERISTICS) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard English and the drafting, research, and organizational strategies outlined in Writing Standard 1. USING THE GRADE ONE WRITING STRATEGIES OUTILINED IN WRITING, STUDENTS: write brief narratives describing an experience (e.g., fictional, autobiographical) write brief expository descriptions of a real object, person, place, or event using sensory details WRITTEN & ORAL ENGLISH LANGUAGE CONVENTIONS English Language Conventions are integral both to Writing and to Listening & Speaking. Thus, these standards have been placed between the other two. WRITTEN & ORAL ENGLISH LANGUAGE CONVENTIONS Students write and speak with a command of standard English conventions that are appropriate to each grade level. SENTENCE STRUCTURE write and speak in complete, coherent sentences GRAMMAR identify and correctly use singular and plural nouns identify and correctly use contractions (e.g., isn t, aren t, can t, won t) and singular possessive pronouns(e.g., s, my/mine, his/her, hers, your/s) in writing and speaking PUNCTUATION distinguish between declarative, exclamatory, and interrogative sentences use period, exclamation point, or question mark at the end of sentences use knowledge of basic punctuation and capitalization when reading CAPITALIZATION correctly capitalize the first word of a sentence, names of people, and the pronoun I SPELLING spell three- and four-letter short-vowel words and phonetically spell other sight words correctly (grade-level specific) LISTENING & SPEAKING LISTENING & SPEAKING STRATEGIES Students listen and respond critically to oral communication. They speak in a manner that guides and informs the listener s understanding of key ideas, using appropriate phrasing, pitch, and modulation.

5 COMPREHENSION listen attentively ask questions for clarification and understanding give, restate, and follow simple two-step directions ORGANIZATION AND DELIVERY OF ORAL COMMUNICATION stay on topic when speaking use descriptive words when speaking about people, places, things, and event SPEAKING APPLICATIONS (GENRES & THEIR CHARACTERISTICS) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening & Speaking Standard 1. USING THE GRADE ONE SPEAKING STRATEGIES OUTLINED IN LISTENING & SPEAKING, STUDENTS: recite poems, rhymes, songs, and stories retell stories using basic story grammar, sequencing story events by answering who, what, when, where, why, and how questions relate an important life event or personal experience using simple sequencing provide descriptions with careful attention to sensory detail Mathematics Standards - Grade One By the end of first grade, students understand and use the concept of ones and tens in the place value number system. They add and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data and analyze and solve simple problem situations. What Parents Can Do Start a piggy bank Use coins for sorting and talk about the value of each coin Trade coins such as five pennies for one nickel Allow your child to buy things and handle the money when you shop Keep a monthly calendar. Discuss concepts of day, week, month, yesterday, today, and tomorrow Keep track of family events on a calendar. Ask questions such as, How many days until? Gather ten different shoes. Put them together in order from smallest to largest Look for geometric shapes Demonstrate probability by placing five white socks and one black sock in a bag. Predict and then record what colors are drawn in 10 tries (replace sock after each draw). School Visits Research shows that when parents are involved with school, students do well. There are many ways for parents to let their child know that they are interested and aware of what is happening in school. Being a volunteer and joining the PSO are just two ways. For those who cannot spend regular time at school, it is still important to maintain regular contact and ongoing communication with your child s teacher. Using This Document These Mathematics Standards will help answer the question, What should my child be learning in school?. The suggestions for parents will assist you with providing a great learning environment at home.

6 NUMBER SENSE STUDENTS UNDERSTAND AND USE NUMBERS UP TO 100 count, read, and write whole numbers up to 100 compare and order whole numbers to 100 using the symbols for less than, equal to, or greater than (<, +, >) identify ordinal positions 1 st through 12 th represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20), (e.g., 8 can be represented as 4 + 4, 5 + 3, , 10 2, 11 3) count and group objects into ones and tens (e.g., 3 groups of ten and 4 more is 34 or ) identify and know the value of coins and show different combinations of coins that equal the same value (pennies, nickels, dimes, and quarters) STUDENTS DEMONSTRATE THE MEANING OF ADDITION AND SUBTRACTION AND USE THES OPERATIONS TO SOLVE PROBLEMS know the addition facts (sums to 20) and the corresponding subtraction facts, and commit them to memory use the inverse relationship between addition and subtraction to solve problems identify one more than, one less than, then more than, and ten less than, a given number count by 2 s, 5 s, and 10 s with numbers to 100 show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference) solve addition and subtraction problems with one and two-digit numbers (e.g., = ) find the sum of three one digit numbers STUDENTS USE ESTIMATION STRATEGIES IN COMPUTATION AND PROBLEM SOLVING THAT INVOLVE NUMBERS THAT USE THE ONES, TENS, AND HUNDREDS PLACES make reasonable estimates when comparing larger or smaller numbers STUDENTS UNDERSTAND THAT FRACTIONS REFER TO A PART OF A WHOLE recognize and name 1 whole, 1/2, 1/3, 1/4 ALGEBRA & FUNCTIONS STUDENTS USE NUBMER SENTENCES TO SOLVE PROBLEMS write and solve number sentences from problem situations that express relationships involving addition and subtraction understand the meaning of the symbols +, -, = create problem situations that could lead to given number sentences involving addition and subtraction STANDARD 3 MEASUREMENT & GEOMETRY STUDENTS USE DIRECT COMPARISON AND NON-STANDARD UNITS TO DESCRIBE THE MEASUREMENTS OF OBJECTS compare the length, weight, and volume of two or more objects using direct comparison or a non-standard unit identify days and months on a calendar tell time to the nearest half-hour and compare time related events (e.g., before/after, shorter/longer) STUDENTS IDENTIFY COMMON GEOMETRIC FIGURES, CLASSIFY THEM BY COMMON ATTRIBUTES AND DESCRIBE THEIR RELATIVE POSITION/OR THEIR LOCATION IN SPACE identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects classify familiar plane and solid objects by common attributes like color, position, shape, size, roundness, number of corners, and explain which attributes are being used for classification give and follow directions about location describe and arrange objects in space in terms of proximity, position, and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left/right)

7 STANDARD 4 STATISTICS, DATA ANALYSIS & PROBABILITY STUDENTS ORGANIZE, REPRESENT, AND COMPARE CATEGORICAL DATA ON SIMPLE GRAPHS AND CHARTS sort objects and data by common attributes and describe the groups formed using categorical labels represent and compare data (e.g., largest, smallest, most often, least often), using pictures, bar graphs, tally charts, and picture graphs STUDENTS SORT OBJECTS, AND CREATE AND DESCRIBE PATTERNS INVOLVING NUMBERS, SHAPE, SIZE, RHYTHM, OR COLOR describe, extend, and explain how to get to the next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape patterns STANDARD 5 MATHEMATICAL REASONING STUDENTS MAKE DECISIONS ABOUT HOW TO SET UP A PROBLEM decide about the approach, materials, and strategies to use use tools such as manipulatives or sketches to model problems STUDENTS SOLVE PROBLEMS AND JUSTIFY THEIR REASONING explain the reasoning used and justify the procedures selected make precise calculations and check the validity of the results from the context of the problem STUDENTS NOTE CONNECTIONS BETWEEN ONE PROBLEM AND ANOTHER

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