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First Grade Performance Standards, Third Nine Weeks Revised 09-10

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 50 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
Identifies the main idea and supporting details of informational text read or heard.
Recognizes cause-and-effect relationships in text.
Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts

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 )
Writes in complete sentences with correct subject-verb agreement
Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns
Uses singular possessive pronouns
Begins to use common rules of spelling
Uses commas in a series of items

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
Compare small sets using the terms greater than, less than, and equal to (>, <, =)
Exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels, dimes, and quarters and count out a combination needed to purchase items less than a dollar
Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent quantities by making fair trades involving combinations of bills and count out a combination of bills needed to purchase items less than twenty dollars

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

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

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)
Identify, label and relate fractions (halves, fourths) as equal parts of a whole using pictures and models

Measurement: M1M1: Students will compare and/or order the length, weight, or capacity of two or more objects by using direct comparison or a nonstandard unit

Directly compare length, weight, and capacity of concrete objects
Estimate and measure using a non-standard unit that is smaller than the object to be measured
Measure with a tool by creating a “ruled” stick, tape, or container by marking off ten segments of the repeated single unit

Measurement: M1M2: Students will develop an understanding of the measurement of time

Tell time to the nearest hour and half hour and understand the movement of the minute hand and how it relates to the hour hand
Begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year
Compare and/or order the sequence or duration of events (e.g., shorter/longer and before/after)

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

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
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
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: S1P2: Students will demonstrate effects of magnets on other magnets and other objects

Demonstrate how magnets attract and repel
Identify common objects that are attracted to a magnet
Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not block magnetic force

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
Identify and practice accepted safety procedures in manipulating science materials and equipment

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

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
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: SS1E1: The student will identify goods that people make and services that people provide for each other.

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

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

Economic Understandings: SS1E4: The student will describe the costs and benefits of personal spending and saving choices.

Map Skills:

Uses cardinal directions.
Uses intermediate directions.

Information Skills:

Compares similarities and differences.

Organizes items chronologically.

Identifies issues and/or problems and alternative solutions.

Identify main idea, details, sequence of events, and cause and effect in a Social Studies context.

Interprets a timeline.

Tift County Schools