First Grade

The goal of Early Childhood Program (K-2) is for all children to be able to apply the specific grade level knowledge/skills. The extent of each child's application of the knowledge and skills will be determined by the developmental readiness of that child.

Instructional Legend:

I-Introduction Level
R-Reinforcement Level
A-Application Level

For more information, click on one of the following: JReading JWriting JResearch JCommunication JIndividual Competencies

Reading

1.Reading Structure Standard: Students use the systems of language (patterns, rules, and conventions) to derive meaning from print as they read in a variety of genres.

Performance Standard: Integrate language structure (syntax), meaning clues (semantics), graphophonic strategies, and word attack skills when reading orally and silently.

Student Literacy Expectations:

• Sentence Structure (syntax):
• R- Point out text progression: left to right, return sweep, top to bottom, and front to back.
• I- Begin to use word order to read.
• I- Identify beginning and end of a sentence.
• I- Begin to use sentence structure to read.
• Phonics (letter/sound relationships-graphophonics):

I- Apply phonetic strategies to read by:

I- Using initial consonant substitution in rhyming words and word families.
I- Using beginning, medial, and ending consonants to orally decode one- and two- syllable words.
I- Using short, long, and "r" controlled vowel sounds to orally decode one- and two- syllable words.
I- Using consonant blends and digraphs to orally decode one- and two-syllable words

I- Blends (l and r blends).*
I- Digraphs (sh, th, ch*, wh).
I- Final e rule.
I- CVC, CVCV, CVCC, CCVC, and CCVCC patterns.
I- Use initial consonant substitution in rhyming words and word families.

• Meaning Clues (semantics):
  R- Recognize words in familiar context.
  R- Use prior knowledge.
  I- Explore use of synonyms and antonyms as reading aids.
  I- Recognize and read compounds, contractions, and words ending in ing, ed, s, and es.
  I- Use word recognition strategies to recognize words (affixes, roots, compounds, etc.)
  I- Use word recognition strategies to acquire new vocabulary (affixes, roots, compounds, etc.)
  R- Build sight word vocabulary.

*One of 23 most productive phonics rules (See Clymer study in Appendices.)

2.Reading/Thinking Standard: Students use the process of inquiry to construct meaning from textual information.

Performance Standard: Demonstrate comprehension of fiction and non-fiction selections by using critical reading skills and strategies.

Student Literacy Expectations:

• Critical Reading Skills:

I- Recognize implicit main idea using pictures and short paragraphs.
I- Recognize explicit main idea using pictures and short paragraphs.
I- Identify beginning, middle, and end of story.
I- Recall sequence of three events.
I- Respond to literal questions.
I- Recall explicit and implicit details.
I- Draw conclusions.
R- Recognize explicit and implicit cause and effect relationships in orally presented selections.

• Critical Reading Strategies:

R- Explore the concept of reading for a variety of purposes in different kinds of texts.

R- picture books
R- magazines
R- easy readers
R- newspapers
R- big books and lap books
R- guided reading materials
R- picture dictionaries
R- poetry books
I- fiction and non-fiction.

R- Ask questions about text:

I- Make predictions and comparisons about story events.
I- Activate relevant prior knowledge (schema) before, during, and after reading.

I- Develop strategies for reading text:

I- Reread a selection as directed.

3.Reading/Literature Standard: Students use the process of inquiry to construct meaning from literature.

Performance Standard: Explore story development through structure and characterizations.

Student Literacy Expectations:

• Structure:
  I- Discuss story problem and solution.
  R- Discuss story setting.
• Characterization:
  R- Identify the main characters.
  I- Make comparisons about characters.
  I- Identify characters' actions, motives, emotions, traits, and feelings.
• Elements:
  I- Discuss and use language to create a visual picture.
  I- Identify and comprehend literary forms (e.g., fiction, non-fiction, poetry, and drama.)
• Thinking/Interpretation:
  I- Discuss personal responses to story.
  R- Respond to literal, inferential, and evaluative questions about literature.

Writing

4.Writing Structure Standard: Students use the systems of language (patterns, rules, and conventions) to convey information, ideas, and opinions through the writing process.

Performance Standard: Begin to apply simple grammatical rules and conventions of language in the writing process.

Student Literacy Expectations:

• Grammar:
  I- Begin to develop concept of verb tense.
  I- Begin to develop concept of plural nouns. ·
• Usage/Expression:
  I- Begin to avoid slang.
• Composition/Structure:
  I- Write complete sentences.
  I- Write a minimum of three sentences about a topic.
• Mechanics:
  R- Handwriting (write legibly).
  R- Distinguish between letter/word, word/sentence, left/right, and beginning and ending of words and sentences.
  R- Copy simple shapes, designs, numerals, and letters.
  - Capitalization Content:

I- Pronoun I
I- Beginning of sentence
I- Proper names of people/pets
I- Days of week
I- Months of year
I- Abbreviations (Mr., Mrs., and Ms.).

- Punctuation Content:

I- Dates
I- Time
I- Ending of sentences punctuation (period, question mark, and exclamation point)
I- Contractions
I- Abbreviations (Mr., Mrs., and Ms.).

• Spelling: 
  R- Spell phonetically regular words correctly.
  I- Spell frequently used sight words correctly.
  I- Begin to apply final e rule.
  I- Begin to spell words with double consonants correctly.
  I- Begin to transition to conventional spelling.

5.Writing Process Standard: Students use the process of inquiry to construct meaning through writing.

Performance Standard: Begin to write in a variety of genres.

Student Literacy Expectations:

• Process:
  - Communicate ideas by using the writing process:
  
  
  PREWRITING

I- Generate ideas

DRAFTING

I- Focus on topic
I- Use prewriting ideas to complete first draft

REVISING

I- Expand use of descriptive words.

EDITING

I- Begin each sentence and proper noun with a capital letter
I- Use correct spelling
I- Use appropriate punctuation
I- Use complete sentences

PUBLISHING

I- Share writing with others

• Composition Organization:

I- Include beginning and end of story.

• Explore Writing - Personal Purpose:

R- Write about personal experiences.

• Explore Writing - Variety of Purposes:

R- Write/draw responses to literature.

Research

6.Information Structure Standard: Students use information systems to collect and record information from a variety of sources, including people, print/other media, and technology, for research.

Performance Standard: Explore the uses of media for the purpose of gathering information through listening, speaking, viewing, reading, and writing.

Student Literacy Expectations:

R- Ask questions for the purpose of seeking information.
R- Begin to use book parts as information sources.
R- Recognize the author, illustrator, and title of a book.
I- Tell the purpose of and use the title page, table of contents, and illustrations.
I- Use picture dictionaries, audiovisual resources, and available technology as information sources.
I- Alphabetize words to the first letter.

7.Research Process Standard: Students use the process of inquiry to construct meaning from information and experiences.

Performance Standard: Begin to use the research process by selecting a topic of interest and formulating questions about that topic.

Student Literacy Expectations:

• Question:
  R- Recall orally presented information.
  R- Provide an appropriate response to a question.
  I- Formulate questions related to a topic of interest.
• Organize/Plan:
  I- Classify and categorize words into sets and groups with common characteristics.
  R- Select a topic of interest to explore.
• Do/Present:
  I- Present information orally.
  R- Draw a response to orally presented information.
  I- Create a visual project to support orally presented information.

Communication

8.Collaboration Process Standard: Students recognize the social nature and power of language and use it to collaborate successfully.

Performance Standard: Listen and speak in informal conversations with peers and adults.

Student Literacy Expectations:

• Listen:
  R- Demonstrate active listening through eye contact.
  R- Picture ideas while listening to literary selections.
  I- Follow one and two part directions.
• Interpret:
  R- Develop an awareness of gestures.
  R- Develop an awareness of body language.
  R- Develop an awareness of facial expressions.
• Respond:
  R- Orally discuss information.
  I- Use descriptive language to communicate clearly.
  I- Use sequence words.
  I- Use transition words.
  R- Converse with classmates in informal conversation.
  R- Converse with adults in informal conversation.
  R- Wait for appropriate turn to speak.
  I- Change oral language to fit situation.  
  R- Respond with appropriate facial expression.

9.Presentation Process Standard: Students celebrate their language development by presenting to varied audiences.

Performance Standard: Gain confidence by presenting to varied audiences.

Student Literacy Expectations:

• Plan/Prepare:
  I- Use examples from literature to develop an individual or group story.
• Practice/Present:
  I- Present to varied audiences.
  Establish Patterns/Entertain:
  R- Retell stories correctly.
  R- Recite rhymes and short poems with emphasis.
  I- Read compositions to the class.

Individual Competencies

10.Diversity Standard: Students use individual language competencies to acknowledge contributions to our multicultural heritage.

Performance Standard: Experience culturally diverse literature encountered through a variety of media.

Student Literacy Expectations:

R- Experience cultural diversity in stories read aloud.
R- Demonstrate a familiarity with traditional pieces of literature. 
R- Demonstrate a familiarity with contemporary pieces of literature
R- Listen to and respond to various literary forms including regional/international examples.
R- Begin to develop empathy through interactions with media.
R- Recognize and respond to family issues found in reading and other experiences.
I- Recognize and respond to community issues found in reading and other experiences.
I- Respond and make connections to the work of classmates and others.

11.Personal Decisions/Goals Standard: Students use language to set goals, articulate action plans, and reflect upon personal growth.

Performance Standard: Make and act on decisions related to personal literacy growth.

Student Literacy Expectations:

I- Expand listening, speaking, reading and writing vocabulary to reflect a growing range of interests and knowledge.
I- Determine literacy areas for personal growth.
R- Make choices in text selections.
I- Begin to use proofreading/editing techniques.
R- Demonstrate personal pride in work.

12.Language Appreciation Standard: Students appreciate the expressive nature of language and give personal interpretation to the work of others.

Performance Standard: Experience the beauty of language through the use of rhyme and rhythm.

Student Literacy Expectations:

R- Recall phrases and repeated patterns.
R- Explore rhyme and rhythm in poetry and songs.
I- Begin to orally read with expression.
I- Begin to read orally with fluency.