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1st Grade Standards: Language Arts and Math
------------------------------LANGUAGE ARTS
STRAND I: READING PROCESS
CONTENT STANDARD: The student employs appropriate reading strategies to read and interpret increasingly complex texts for a variety of purposes.
w Reading Strategies
1. Integrates knowledge of phonics, meaning clues, and language structure
when reading unknown words.
2. Demonstrates how print is organized and read.
3. Uses pronunciation, sentence meaning, story meaning, and syntax to
confirm accurate decoding or to self-correct errors.
4. Self-monitors comprehension by using questions, retelling, and
summarizing .
w Vocabulary Development
5. Expands vocabulary:
w Reading Applications
6. Reads grade level text aloud with fluency, accuracy, comprehension, and
appropriate intonation and expression .
7. Follows simple written directions .
STRAND II: READING ANALYSIS
CONTENT STANDARD: The student responds to, examines, and critiques historically and culturally significant issues and events portrayed in literature that both illustrate and
affect people, society, and individuals.
w Literary Analysis
1. Relates previous experiences to what is read .
2. Distinguishes between fiction and nonfiction.
3. Responds and elaborates in answering who, what, when, where, how,
why, and what if questions .
4. Makes and verifies predictions about the story.
5. Relates characters and events found in a variety of text s and media from
around the world to own experiences.
w Literary Elements
6. Identifies elements of plot and setting in a story.
7. Identifies elements of an author’s style (e.g., word choice, sentence
patterns, illustrations).
w Literary Applications
8. Retells stories and events, indicating beginning, middle, and end.
9. Relates significant facts drawn from simple expository information.
10. Forms opinions about the text.
11. Talks and writes about stories.
STRAND III: EXPRESSIVE LANGUAGE: WRITING
CONTENT STANDARD: The student writes effectively for different audiences and purposes (e.g., to describe, narrate, express, explain, persuade, and analyze) using
appropriate strategies and conventions.
w Writing Strategies
1. Uses the writing process to create a final product:
2. Uses the elements of effective writing (i.e., idea, organization, voice, word
choice, sentence fluency, and conventions).
w Writing Conventions
3. Uses writing conventions (i.e., grammar, spelling, capitalization, and
punctuation).
w Writing Applications
4. Uses appropriate types of writing (i.e., descriptive, narrative, expressive,
expository, persuasive, and analytical) for the intended purpose and audience.
STRAND IV: EXPRESSIVE LANGUAGE: SPEAKING
CONTENT STANDARD: The student speaks effectively for different audiences and purposes (e.g., to describe, narrate, express, explain, persuade, and analyze) using
appropriate speaking strategies and conventions.
w Speaking Strategies
1. Uses speaking strategies.
w Speaking Conventions
2. Uses speaking and language conventions (e.g., grammar, standard English,
diction) by selecting and using new vocabulary and language structures
(e.g., uses exclamatory phrases to express emotional response to events or
ideas)..
w Speaking Applications
3. Uses appropriate types of speaking (i.e., descriptive, narrative, expressive,
expository, persuasive, and analytical) for a variety of purposes and
audiences.
STRAND V: RECEPTIVE LANGUAGE: LISTENING AND VIEWING
CONTENT STANDARD: The student demonstrates, analyzes, evaluates, and reflects upon the skills and processes used to communicate by listening to and viewing a variety of
auditory and visual works.
w Listening/Viewing Strategies
1. Listens attentively by looking at speaker.
2. Increases vocabulary through reading, listening, and interacting in a
variety of situations.
w Listening/Viewing Applications
3. Listens to and retells short stories in logical sequence (I A.1).
4. Repeats and follows oral and written two-step instructions (I A.6).
STRAND VI: RESEARCH
CONTENT STANDARD: The student conducts and compiles research data, synthesizes findings, and develops an original conclusion to increase personal and community
depth of knowledge.
w Research Strategies
1. Classifies grade-appropriate categories (e.g., animals, foods) of words.
w Research Conventions
2. Alphabetizes words by first letter.
w Research Applications
3. Demonstrates familiarity with a variety of resources (e.g., books, poems,
newspapers, compact discs, software, telephone books, environmental
print, library, dictionaries).
------------------------------MATH
STRAND I: GLOBAL MATHEMATICAL PROCESSES
CONTENT STANDARD: The student understands and uses mathematical processes.
K-12 BENCHMARK: The student uses problem solving, reasoning and proof, communication, connections, and representations as appropriate in all mathematical experiences.
GRADE PERFORMANCE STANDARDS K-12
w Problem Solving & Reasoning
1. Develops resourcefulness and perseverance in problem solving in mathematics and other disciplines
2. Recognizes when to use previously learned strategies to solve new problems.
3. Develops and uses strategies (e.g., breaking complex problems into simpler parts) for solving given problems.
4. Monitors, discusses, and reflects on the process of mathematical problem solving.
w Reasoning and Proof
5. Makes and investigates mathematical conjectures and uses them successfully in developing and evaluating mathematical arguments and proof.
6. Uses the concept of counterexample to test the legitimacy of an argument.
7. Develops a logical sequence of arguments leading to a valid conclusion or solution to a problem (e.g., statement/reasons, proof, informal proof, and algebraic steps).
w Communication
8. Works in teams to share ideas, to develop and coordinate group approaches to problems, and to communicate findings.
9. Communicates mathematical thinking coherently and clearly to others.
10. Analyzes and evaluates mathematical thinking and strategies of others.
w Connections
11. Relates applications to mathematical language in various modalities.
12. Identifies and connects functions with real-world applications.
13. Identifies how seemingly different mathematical situations may be essentially the same (e.g., the intersection of two lines is the same as the solution to a system of linear equations).
14. Investigates and explains the mathematics required for various careers.
15. Recognizes and applies mathematics in contexts outside the mathematics course.
w Representations
16. Develops a repertoire of mathematical representations (e.g., pictures, written symbols, oral language, real-world situations, and manipulative models) that can be used purposefully and appropriately interchangeably.
17. Selects, applies, and translates among mathematical representations to solve problems.
18. Uses representations to model and interpret physical, social, and mathematical phenomena.
19. Uses manipulatives, calculators, computers, and other tools as appropriate in order to strengthen mathematical thinking, understanding, and power to build upon.
STRAND II: NUMBER SENSE AND OPERATIONS
CONTENT STANDARD: The student demonstrates number sense through experiences with meaningful mathematical problems that focus on number meaning, number relationships, place value concepts, relative effects of operations, and multiple representations to communicate sound mathematical thinking.
w Counting Skills
1. Counts orally to 100.
2. Reads, writes, and sequences numbers to 100.
3. Counts orally by 2s to 30 and by 5s and 10s to 100.
w Number Meaning
4. Forms and counts groups of objects (e.g., 2s, 5s, 10s).
5. Groups objects by 10s and 1s to explore place value (e.g., 2 tens and 4 ones = 24).
w Number Relationships
6. Represents equivalent forms of the same number (i.e., part-part-whole) through the use of physical models, diagrams, and number expressions to 20 (e.g., 3+5=8, 7+1=8, 2+6=8).
7. Builds , estimates, and compares combinations of numbers to 20 in different ways using pictures, stories, and objects to model the combinations.
8. Finds the sum or difference of two quantities up to 20 using symbols in problem-solving situations (e.g., 12+5=17, 12-5=7).
9. Examines the concept of ordered pairs by linking commonly paired relationships (e.g., How many legs do three chickens have?).
10. Demonstrates that the number of objects (up to 20) does not change when the objects are moved or rearranged.
11. Identifies one more than and one less than a given number.
12. Compares two three-digit numbers using greater than, less than, and equal to.
w Operations
13. Constructs a mental image of combining and separating quantities in problem situations.
14. Develops strategies and estimation skills for solving addition and subtraction problems.
15. Records strategies for solving, combining, and separating problems using pictures, numbers, equations, and words.
16. Identifies equal shares in examples of models partitioned with equal and unequal parts (e.g., share 12 M&M candies among three friends; share 11 apples among five friends).
17. Uses estimation and other methods to justify whether or not an answer is reasonable (e.g., Will 25 marbles fit in this small container?).
18. Examines halves and fourths using real objects or manipulatives.
STRAND III: GEOMETRY, SPATIAL SENSE, AND MEASUREMENT
CONTENT STANDARD: The student demonstrates an understanding of concepts, properties, and relationships of geometry and measurement through experiences with
meaningful mathematical problems that focus on identifying, describing, classifying, visualizing, comparing, estimating, and measuring various aspects of shapes and objects.
w Geometry
1. Identifies, describes, and compares two-dimensional shapes (e.g., rectangles, circles, triangles, squares, hexagons, rhombi, trapezoids).
2. Develops vocabulary to describe two-dimensional shapes.
3. Constructs and takes apart two-dimensional shapes.
4. Uses rotation and reflection to rearrange shapes.
5. Sorts and groups shapes according to common attributes.
6. Identifies, describes, and compares three-dimensional shapes (e.g., cubes, cylinders, rectangular solids, and spheres).
7. Develops vocabulary to describe three-dimensional shapes (e.g., corners, faces, and edges).
8. Describes two-dimensional shapes found in three-dimensional figures (e.g., A cube has six square faces).
9. Identifies three-dimensional shapes from two-dimensional representations (i.e., nets).
10. Recognizes geometry as a means of describing the physical world.
w Measurement
11. Develops vocabulary to describe and compare length (e.g., longer, shorter).
12. Estimates and orders length by directly comparing the length, weight, and capacity of objects.
13. Estimates, measures, and compares length, weight, and capacity using nonstandard units (e.g., Measure an object with your hand.).
14. Represents measurements with numbers, manipulatives, and pictures.
w Money
15. Identifies the value of a penny, nickel, dime and quarter.
16. Models different combinations of coins that equal the same value up to 25 cents.
w Time
17. Tells time to the nearest hour and half-hour, using analog (face) and digital clocks.
18. Sequences days of the week, months, and events (e.g., classroom schedules, birthdays, and holidays).
STRAND IV: DATA ANALYSIS, STATISTICS, AND PROBABILITY
CONTENT STANDARD: The student identifies patterns and special features of data and events of chance through experiences with meaningful mathematical problems that
focus on comparing, predicting, representing data, and making decisions to communicate mathematical understanding.
w Statistics
1. Conducts simple statistical experiments and collects data (e.g., Survey the number of students who walked to school today.).
2. Compares different ways of sorting, organizing, and representing the same data. Plots the data on a bar graph.
3. Answers questions and communicates information based on data represented in bar graphs.
4. Identifies a sorting rule based on the attributes of the data (e.g., Put all the blue blocks together.).
w Probability
5. Describes regularly occurring patterns in nature and in daily routines.
6. Describes an event as likely or unlikely to occur.
7. Makes predictions about events.
STRAND V: PATTERNS, FUNCTIONS, AND ALGEBRAIC CONCEPTS
CONTENT STANDARD: The student demonstrates an understanding of algebraic skills and concepts through experiences with meaningful mathematical problems that focus on
discovering, describing, modeling, and generalizing patterns and functions, representing and analyzing relationships, and finding and supporting solutions.
w Patterns
1. Identifies, describes, creates, and extends patterns observed in familiar objects in real-life situations (e.g., one child = two eyes, two children = four eyes).
2. Describes how a pattern develops, repeats, and builds toward more complex patterns.