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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
• Adds, deletes, or substitutes target sounds to change words ( ex. change top to stop; change smile to mile; change cat to cap.)
• Distinguishes between long and short vowel sounds in spoken, one-syllable words (can and cane)
• Orally blends two to four phonemes ( sounds ) into recognizable and / or nonsense words.

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
• Reads words containing consonant blends and diagraphs.
• Reads compound words and contractions in grade appropriate texts.
• Reads words containing vowel diagraphs and r-controlled vowels.

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 40 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
• Recognizes grade level words with multiple meanings
• Identifies words that are opposites ( antonyms) or have similar meanings ( synonyms)

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.
• Retells stories read independently or with a partner
• Self monitors comprehension and rereads when necessary
• Identifies word parts to determine meanings
• Begins to use dictionary and glossary skills to determine meanings

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
• Uses nouns ( singular and plural ) correctly
• Begins to use a variety of resources ( picture dictionaries, Internet, books ) and strategies to gather information to write about a topic
• Uses appropriate end punctuation ( period and question mark ) and capitalization of initial words and common proper nouns ( ex. names, months )

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

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

       =).

• Understand the magnitude and order of numbers up to 100 by making ordered sequences and representing them on a number line.

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.

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.

 

NUMBER AND OPERATIONS: M1N4: Students will count collections of up to 100 objects by dividing them into equal parts and represent the results using words, pictures, or diagrams.

• Use informational strategies to share objects equally between two to five people.
• Build number patterns, including concepts of even and odd, using various concrete representations.  (Examples of concrete representations include a hundreds chart, ten grid frame, place value chart, number line, counters, or other objects).

GEOMETRY: M1G1: Students will study and create various two and three-dimensional figures and identify basic figures (squares, circles, triangles, and rectangles) within them.

• Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons.
• Build, represent, name, and describe cylinders, cones, and rectangular prisms (objects that have the shape of a box).
• Create pictures and designs using shapes, including overlapping shapes.

GEOMETRY: M1G2: Students will compare, contrast, and/or classify geometric shapes by the common attributes of position, shape, size, number of sides, and number of corners.

GEOMETRY: M1G3: Students will arrange and describe objects in space by proximity, position, and direction (near, far, below, above, up, down, behind, in front of, next to, and left or right of).

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

Physical Science: S1P1. Students will investigate light and sound.

• Recognize sources of light.
• Explain how shadows are made.
• Investigate how vibrations produce sound.
• Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft.
• Identify emergency sounds and sounds that help us stay safe

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

• Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.

 

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

• Draw pictures (grade level appropriate) that correctly portray features of the thing being described.
• Use simple pictographs and bar graphs to communicate data.

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

• 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.
• In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus.

Social Studies

Historical Understandings: SS1H1: The student will read about and describe the life of historical figures in American history.

• Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science).
• Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

 

Geographic Understandings: SS1G1: The student will describe the cultural and geographic systems associated with the historical figures in SS1H1a.

Government/Civic Understandings: SS1CG1: The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.

Economic Understandings SS1E2: The student will explain that people have to make choices about goods and services because of scarcity.

Map Skills: 1 Uses cardinal directions

Information Skills: 2 Organizes items chronologically

mation Skills: 3 Identifies issues and/or problems and alternative solutions

Information Skills: 7 Interprets 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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