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First Grade Performance Standards, Fourth Nine Week 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 60 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
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
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
Correctly count and represent the number of objects in a set using numerals.

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

Apply addition and subtraction to 2 digit numbers without regrouping (e.g. 15 + 4, 80-60, 56 + 10, 100-30, 52 + 5)

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

Develop and evaluate mathematical arguments and proofs
Select and use various types of reasoning and methods of proof

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

Recognize and apply mathematics in contexts outside of mathematics

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

Select, apply, and translate among mathematical representations to solve problems
Use representations to model and interpret physical, social, and mathematical phenomena

Science

Life Science: S1L1: Students will investigate the characteristics and basic needs of plants and animals

Identify the basic needs of a plant. (Air, Water, Light, Nutrients)
Identify the basic needs of an animal. (Air, Water, Food, Shelter)
Identify the parts of a plant (root, stem, leaf, and flower)
Compare and describe various animals (appearance, motion, growth, basic needs)

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

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

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
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

Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets

Social Studies

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

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: 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: 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 and Globe Skills:

Uses cardinal directions.
Uses intermediate directions.

Information Processing Skills:

Compares similarities and differences.
Identifies issues and/or problems and alternative solutions.
Identify main idea, detail, sequence of events, and cause and effect in a social studies context
Identify and use primary and secondary sources

Tift County Schools