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Reading/English/Language Arts

Concepts of Print:  ELA1R1:  The student demonstrates knowledge of concepts of print

• Understands that there are correct spellings for words

• Identifies the beginning and end of a paragraph

• Demonstrates an understanding that punctuation and capitalization are used in all written sentences

Phonological Awareness:  ELA1R2:  The student demonstrates the ability to identify and orally manipulate words and individual sounds within spoken words

• Isolates beginning, middle, and ending sounds in single-syllable words

• Identifies onsets and rimes in spoken one-syllable words (ex.cat, rat, fat)

• Automatically segments one-syllable words into sounds

Phonics:  ELA1R3:  The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words

• Automatically generates the sounds for all letters and letter patterns, including long and short vowels

• Applies knowledge of letter-sound correspondence to decode new words

• Reads words with inflectional endings

• Uses spelling patterns to recognize words

• Applies learned phonics skills when reading and writing words, sentences, and stories

Fluency:  ELA1R4:  The student demonstrates the ability to read orally with speed, accuracy, and expression

• Applies letter-sound knowledge to decode quickly and accurately

• Automatically recognizes additional high frequency and familiar words within texts

• Reads grade-level text with appropriate expression

• Reads first grade text at a target rate of 30 words correct per minute

• Uses self-correction when subsequent reading indicates an earlier misreading

Vocabulary:  ELA1R5: The student acquires and uses grade-level words to communicate effectively

• Reads and listens to a variety of texts and uses new words in oral and written language

Comprehension:  ELA1R6: The student uses a variety of strategies to understand and gain meaning from grade-level text

• Reads and listens to a variety of texts for information and pleasure

• Makes predictions using prior knowledge

• Asks and answers questions about essential elements (beginning, middle, end, setting, characters, problems, events, resolution) of a read-aloud or independently read text

• Distinguishes fact from fiction in a text

• Makes connections between texts and/or personal experiences

• Begins to use dictionary and glossary skills to determine meanings

• Recognizes and uses graphic features and graphic organizers to understand text.

Writing:  ELA1W1:  The student begins to demonstrate competency in the writing process

• Writes texts of a length appropriate to address a topic and tell a story

• Describes an experience in writing

• Rereads writing to self and others, revises to add details, and edits to make corrections

• Prints with appropriate spacing between words and sentences

• Begins to write different types of sentences (ex. simple/compound, and declarative/ interrogative)

• Begins to use common rules of spelling

Listening/Speaking/Viewing:  ELA1LSV1:  The student uses oral and visual strategies to communicate

• Follows three-part oral directions

• Recalls information presented orally

• Responds appropriately to orally presented questions

• Increases vocabulary to reflect a growing range of interests and knowledge

• Communicates effectively when relating experiences and retelling stories read, heard, or viewed

• Uses complete sentences when speaking

Math

NUMBER AND OPERATIONS:  M1N1: Students will estimate, model, compare, order, and represent whole numbers up to 100

• Represent numbers less than 100 using a variety of models, diagrams, and number sentences. Represent numbers larger than 10 in terms of tens and ones using counters and pictures.

• Correctly count and represent the number of objects in a set using numerals.

• Compare small sets using the terms greater than, less than, and equal to (>,<,  =).

NUMBER AND OPERATIONS: M1N3: Students will add and subtract numbers less than 100 as well as understand and use the inverse relationship between addition and subtraction

• Identify one more than, one less than, 10 more than, and 10 less than a given number.

• Skip-count by 2’s, 5’s, and 10’s forward and backwards – to and from numbers up to 100.

• Compose/decompose numbers up to 10 --“break numbers apart”, e.g., 8 is represented as 4 + 4, 3 + 5, 5 + 2 + 1, and 10-2).

• Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less.

• Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles and making tens.

• Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency. (Use strategies such as relating to facts already known, applying the commutative property, and grouping facts into families.)

• Solve and create word problems involving addition and subtraction to 100 without regrouping. Use words, pictures and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction.

DATA ANALYSIS AND PROBABILITY: M1D1: Students will create simple tables and graphs and interpret them.

• Interpret tally marks, picture graphs and bar graphs.
• Organize and record data using objects, pictures, tally marks, and picture graphs.

NUMBER AND OPERATIONS M1N2: Understand place value notation for the numbers between 1 and 100. (Discussions may allude to 3-digit numbers to assist in understanding place value.)

• Determine to which multiple of ten a given number is nearest using tools such as a sequential number line or hundreds chart to assist in estimating.

• Represent collections of less than 30 objects with 2-digit numbers and understand the meaning of place value.

• Decompose numbers between 11 and 19 as one ten and the appropriate number of ones.

Process Standards: M1P1: Students will solve problems (using appropriate technology)

• Build new mathematical knowledge thorough problem solving.

• Solve problems that arise in mathematics and in other contexts.

• Apply and adapt a variety of appropriate strategies to solve problems.

• Monitor and reflect on the process of mathematical problem solving.

PROCESS STANDARDS: M1P2: Students will reason and evaluate mathematical arguments

• Recognize reasoning and proof as fundamental aspects of mathematics.

• Make and investigate mathematical conjectures.

• Develop and evaluate mathematical arguments and proofs.

• Select and use various types of reasoning and methods of proof.

PROCESS STANDARDS: M1P3: Students will communicate mathematically

• Organize and consolidate their mathematical thinking through communication.

• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

• Analyze and evaluate the mathematical thinking and strategies of others.

• Use the language of mathematics to express mathematical ideas precisely.

PROCESS STANDARDS: M1P4: Students will make connections among mathematical ideas and to other disciplines

• Recognize and use connections among mathematical ideas.

• Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

• Recognize and apply mathematics in contexts outside of mathematics.

PROCESS STANDARDS: M1P5: Students will represent mathematics in multiple ways

• Create and use representations to organize, record, and communicate mathematical ideas.

• Select, apply, and translate among mathematical representations to solve problems.

• Use representations to model and interpret physical, social, and mathematical phenomena.

Science

Earth Science: S1E1: Students will observe, measure, and communicate weather data to see patterns in weather and climate

• Identify different types of weather and the characteristics of each type.
• Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.
• Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.

Earth Science: S1E2: Students will observe and record changes in water as it relates to weather

• Recognize changes in water when it freezes (ice) and when it melts (water).
• Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).
• Determine that the weight of water before freezing, after freezing, and after melting stays the same.
• Determine that water in an open container disappears into the air over time, but water in a closed container does not.

Habits of Mind: S1CS1: Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works

• Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.

Habits of Mind: S1CS2: Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations

• Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences.
• Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.
• Give rough estimates of numerical answers to problems before doing them formally.
• Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.

Habits of Mind: S1CS3: Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities

• Use ordinary hand tools and instruments to construct, measure, and look at objects.
• Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.
• Identify and practice accepted safety procedures in manipulating science materials and equipment.

Habits of Mind: S1CS4: Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters

• Use a model—such as a toy or a picture—to describe a feature of the primary thing.
• Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.
• Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.

Habits of Mind: S1CS5: Students will communicate scientific ideas and activities clearly

• Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
• Draw pictures (grade level appropriate) that correctly portray features of the thing being described.

The Nature of Science: S1CS6: Students will be familiar with the character of scientific knowledge and how it is achieved

• When a science investigation is done the way it was done before, we expect to get a similar result.
• Science involves collecting data and testing hypotheses
• Scientists often repeat experiments multiple times, and subject their ideas to criticism by other scientists who may disagree with them and do further tests.
• All different kinds of people can be and are scientists.

Habits of Mind: S1CS7: Students will understand important features of the process of scientific inquiry

• Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other.
• Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.

Social Studies

Historical Understandings: SS1H2: The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.

Geographic Understandings: SS1G2: The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe.

Geographic Understandings: SS1G3: The student will locate major topographical features of the earth’s surface.

• Locate all of the continents: North America, South America, Africa, Europe,Asia, Antarctica, and Australia.

• Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.
• Identify and describe landforms (mountains, deserts, valleys, plains, plateaus,   

        and coasts).

Government/Civic Understandings: SS1CG2: The student will explain the meaning of the patriotic words to America (My Country ‘Tis of Thee) and America the Beautiful.

Economic Understandings: SS1E3: The student will describe how people are both producers and consumers.

Map Skills: Use cardinal direction

Information Skills: Compares similarities and differenc

Information Skills: Distinguishes between fact and opinion

Information Skills: Interpret a timeline

Tift County Schools
207 North Ridge Avenue :: P.O. Box 389 :: Tifton, Georgia 31794
Phone: (229) 387-2400 :: Fax: (229) 386-1020

Tift County Schools is an Equal Opportunity Employer

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