Gwinnett County Public Schools Mathematics: First Grade Instructional Calendar 2013-2014 Standards for Mathematical Practice #s 1- 8 taught

t throughout all units.

GCPS Unit 1 (GA Units 1, 2) Base Ten Numbers
10. NBT.1 count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral 21. NBT.PRE 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 (not assessed, different components can be taught throughout the year) 25. MD.4 organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another *

1 Quarter GCPS Unit 2 (GA Unit 3) Shapes and Fractions 27.G.1 distinguish between
defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes 28. G.2 compose twodimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and to compose new shapes from the composite shape. Students do not need to learn formal names such as right rectangular prism. 29. G.3 partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares 25. MD.4 organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another *

st

2 Quarter GCPS Unit 3 (GA Unit 4) Sort, Comp., Order

22.MD.1 order the length of three objects; compare the lengths of two objects by using direct comparison or a third object 23. MD.2 express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps 24. MD.3 tell and write time to the nearest hour and half-hour using analog and digital clocks 25. MD.4 organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another*

nd

3 Quarter GCPS Unit 4 (GA Unit 5) Operations

1. OA.1 use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem)** 2. OA.2 solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem) 3. OA.3 explore and apply properties of operations as strategies to add and subtract (e.g., If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition). Students do not use formal terms for these properties. Problems should be within 20. 4. OA.4 model and explain subtraction as an unknown-addend problem (e.g., subtract 10 - 8 by finding the number that makes 10 when added to 8) 5. OA.5 relate counting to addition and subtraction (e.g., by counting on 2 to add 2) 6. OA.6 add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 7. OA.7 model and explain the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. (e.g., which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2) 9. OA.8 determine the unknown whole number in an addition or subtraction equation relating to three whole numbers by using symbols (e.g., determine the unknown number that makes the equation true in each of the equations 8 + ? = 11; 5 = - 3; 6 + 6 = ) 25. MD.4 organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another *

rd

4 Quarter GCPS Unit 5 (GA Unit 6) Place Value

12. NBT.2 model and explain that a two-digit number represents amounts of tens and ones 13. NBT.2_a. explain that 10 can be thought of as a bundle of ten ones called a "ten" 14. NBT.2_b. model the numbers 11 to 19 showing they are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones 15. NBT.2_c. explain that the numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 refer to one, two, three, four, five, six, seven, eight, or nine tens and 0 ones 16. NBT.3 compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < 17. NBT.4 add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten 19. NBT.5 using mental math strategies identify one more than, one less than, 10 more than, or 10 less than a given two-digit number explaining strategy used 20. NBT.6 subtract multiples of 10 in the range 10 - 90 from multiples of 10 in the range 10 - 90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used 25. MD.4 organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another * Unit 6: PreviewBase Ten

th

GGeometry, MDMeasurement and Data, NBTNumber and Operations in Base Ten, OAOperations and Algebraic Thinking; * MD.4 will be assessed in 4th Quarter, ** See Glossary, Table 1

Common Core Appendix: Table 1. Common addition and subtraction situations.

Standards for Mathematical Practice - First Grade Specific

Mathematical Practices are listed with each grades mathematical content standards to reflect the need to connect the mathema tical practices to mathematical content in instruction. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in mathe matics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Councils report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and ones own efficacy). Students are expected to: 1. Make sense of problems and persevere in solving them. In first grade, students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, Does this make sense? They are willin g to try other approaches. 2. Reason abstractly and quantitatively. Younger students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities. 3. Construct viable arguments and critique the reasoning of others. First graders construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also practice their mathematical communication skills as they participate in mathematical discussions involving questions like How did you get that? Explain your thinking, and Why is that true? They not only explain their own thinking, but listen to others explanations. They decide if the explanat ions make sense and ask questions. 4. Model with mathematics. In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed.

5. Use appropriate tools strategically.

In first grade, students begin to consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, first graders decide it might be best to use colored chips to model an addition problem. 6. Attend to precision. As young children begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and when they explain their own reasoning. 7. Look for and make use of structure. First graders begin to discern a pattern or structure. For instance, if students recognize 12 + 3 = 15, then they also know 3 + 12 = 15. (Commutative property of addition.) To add 4 + 6 + 4, the first two numbers can be added to make a ten, so 4 + 6 + 4 = 10 + 4 = 14. 8. Look for and express regularity in repeated reasoning. In the early grades, students notice repetitive actions in counting and computation, etc. When children have multiple opportunities to add and subtract ten and multiples of ten they notice the pattern and gain a better understanding of place value. Students continually check the ir work by asking themselves, Does this make sense?

Gwinnett County Public Schools Science 1st Grade Instructional Calendar 2013-2014 Characteristics of Science are taught throughout all units st 1 Nine Weeks 2nd Nine Weeks
Weather and Climate 4 weeks 7. observe, measure and analyze weather data to determine patterns in weather and climate 7a. identify different types of weather and characteristics of each 7b. identify repeating patterns of weather 7c. use weather instruments such as a thermometer, wind vane and rain gauge to identify weather patterns 7d. make observations about weather and record in a periodic journal, on a weather chart, or on a seasonal calendar 7e. correlate weather data (temperature, precipitation, sky condition, weather events. to seasonal changes Hydrology 5 weeks 8. observe and record changes in water as it relates to weather 8a. observe changes in water when it freezes (ice) and when it melts (water) 8b. classify forms of precipitation (rain, snow, sleet, hail. as either solid or liquid 8c. determine that the weight of water before freezing, after freezing and after melting stays the same 8d. determine that water in an open container evaporates over time, but water in a closed container does not Natural Resources 4.5 weeks 9. identify how natural resources and their conservation impact our daily lives and those of future generations 9a. identify water, forests and air as important natural resources and describe their uses in our lives 9b. predict what will happen if our natural resources are not conserved 9c. explain various methods of conserving including the following: reducing consumption, reducing waste, recycling and reusing 9d. describe pollution of natural resources Characteristics and Needs of Living Things 4.5 weeks 12. compare and contrast the characteristics and basic needs of plants and animals 12a. identify the basic needs of a plant (air, water, light, nutrients. 12b. identify the basic needs of an animal (air, water, food, shelter, space. 12c. identify and explain the functions of the basic parts of a plant (root, stem, leaf, flower. 12d. compare and describe various animals based on their physical appearance, growth and movement

Gwinnett County Public Schools Science 1st Grade Instructional Calendar 2013-2014 Characteristics of Science are taught throughout all units 3rd Nine Weeks 4th Nine Weeks
Light and Shadows 4.5 weeks 10. investigate the properties of light and sound 10a. identify various sources of light 10b. explain how shadows are made 10c. observe sources of light and variations in shadows 10c1. locate sources of light causing shadows 10c2. observe how shadows change as the light source location changes Sound 4.5 weeks 10. investigate the properties of light and sound 10d. explain the role of vibrations in sound production 10d1. demonstrate how vibrating rubber bands produce sound 10e. differentiate between various sounds in terms of pitch (high or low) and volume (loud or soft. 10f. identify emergency sounds and other sounds that help us stay safe Magnetism 4 weeks 11. demonstrate the effects of magnets on various objects and other magnets 11a. use magnets to make objects move 11b. demonstrate how magnets attract and repel 11c. predict whether different materials will be attracted to or repelled by a magnet 11d. identify objects/materials such as air, water and paper that do or do not block magnetic force

Characteristics of Science for 1st Grade 1. discuss the importance of curiosity, honesty, openness, and skepticism in science and exhibit these traits in efforts to understand how the world works (GPS) (1SC_A2007-1) 2. demonstrate knowledge of scientific processes and inquiry methods (GPS) (1SC_A2007-2) 2a - collect data and test hypotheses 2b - raise questions and seek answers using observation and measurement skills 2c - recognize that repeating the steps of a scientific investigation will provide similar results 2d - recognize that scientists often repeat experiments multiple times and subject their ideas to criticism by other scientists who may disagree with them and conduct further tests 2e - recognize that all kinds of people can be and are scientists 2f - discuss the importance of caring for and meeting the needs of living things (classroom pets, plants) 3. apply computation and estimation skills necessary for analyzing data and following scientific investigations (GPS) (1SC_A2007-3) 3a - use whole numbers to order, count, identify, measure and describe objects and experiences 3b - determine the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer 3c - determine rough estimates of numerical answers to problems before doing them formally 3d - determine quantitative estimates of familiar lengths, weights and time intervals and check them by measuring 4. use tools and instruments for observing, measuring, and manipulating objects in scientific activities (GPS) (1SC_A2007-4) 4a - use ordinary hand tools and instruments to construct, measure, and observe objects 4b - recognize the importance of using tools such as thermometers, rulers and balances to obtain additional information about an object 4c - use paper, cardboard, wood, plastic, metal or other material to make an object that can perform a task 4d - practice accepted safety procedures when manipulating science materials and equipment 5. use the concepts of system, model, change, and scale when exploring scientific and technological matters (GPS) (1SC_A2007-5) 5a - use a model such as a toy or picture to describe the features of an object 5b - describe changes in size, weight, color or movement of an object and note which of its other qualities remain the same during a specific change 5c - compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow) , and weights (heavy/light) of man-made and natural objects 6. communicate scientific ideas and activities clearly (GPS) (1SC_A2007-6) 6a - describe and compare objects in terms of number, shape, texture, size, weight, color and motion 6b - draw pictures that correctly portray features of a described object 6c - use simple pictographs and bar graphs to communicate data 6d - communicate with others using technical terminology

3 Weeks Skills: 1-9 Content: 10, 11, 12

Our Earth, Our County Themes and Concepts/Topics: Geographic Setting location (city, county, state, nation, continent) continents (North America, South America, Africa, Europe, Asia, Antarctica, Australia) landforms (mountains, deserts, valleys, plains, plateaus, coasts) oceans (Arctic, Atlantic, Pacific, Indian) Character patriotic songs (My Country Tis of Thee and America the Beautiful)

3 Weeks Skills: 1-9 Content: 31, 32

American Folktales Themes and Concepts/Topics: Contributions independence hard work national heritage Geographic Setting frontier Character Traits commitment, conservation, courage, equality, fairness, perseverance, respect for others, respect of the environment, tolerance National Heritage John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, Annie Oakley

3 Weeks Skills: 1-9 Content: 13, 14, 15

Benjamin Franklin
Themes and Concepts/Topics: Contributions author inventor statesman Geographic Setting Philadelphia, PA Europe Character Traits commitment, conservation, courage, equality, fairness, perseverance, respect for others, respect of the environment, tolerance Everyday Life bifocals, electricity, Poor Richards Almanac

AKS

Topics

End of the 1st Nine Weeks

food, clothing, homes, transportation, communication, recreation (now and then)

Materials/ Resources

pp. 31-35, 42-43, 44-47 Nystrom Exploring Where & Why: 4.2 A-B, 4.4 C, 4.5 A, 5.1 A-B, 5.2 A-C, 5.5 C, 6.1 A, 6.2 A-E, 6.3A, 6.4 A-B Nystrom Exploring Where & Why (ongoing): 1.1A, 1.3 A-B, 1.4 C, 1.5 A-B, 2.1 B-C, 2.6 A-C, 3.1 A-B, 3,3 A-B, 4.1 A, C, 4.2 B-C, 4.3 A-C, 4.4 A-D, 4.5 A-C, 5.5 A-B, 6.1A, 6.2 C, 6.3 C, 6.4 A, C

pp. 74-77, 186-199

pp. 146-147 SOAR Website: Lesson Plan Benjamin Franklin

4 Weeks

4 Weeks

AKS

Skills: 1-9 Content: 16, 17, 18

Thomas Jefferson
Themes and Concepts/Topics:

Skills: 1-9 Content: 19, 20, 21

Lewis & Clark; Sacagawea
Themes and Concepts/Topics:

Topics

Contributions author of the Declaration of Independence President of the United States Louisiana Purchase Geographic Setting Virginia Monticello Character Traits commitment, conservation, courage, equality, fairness, perseverance, respect for others, respect of the environment, tolerance Everyday Life gardening, writing food, clothing, homes, transportation, communication, recreation (now and then)

Contributions exploration of Louisiana Purchase Geographic Setting Mississippi River Missouri River Rocky Mountains Columbia River Character Traits commitment, conservation, courage, equality, fairness, perseverance, respect for others, respect of the environment, tolerance Everyday Life diary/journal, naturalist food, clothing, homes, transportation, communication, recreation (now and then)

End of the 2nd Nine Weeks Winter Break

Materials/ Resources

pp. 166-167 SOAR Website: : Lesson Plan Thomas Jefferson

pp. 128-131 SOAR Website: Lesson Plan Lewis, Clark, & Sacagawea

4 Weeks AKS Topics Skills: 1-9 Content: 22, 23, 24

Harriet Tubman
Themes and Concepts/Topics:

4 Weeks Skills: 1-9 Content: 28, 29, 30

George Washington Carver
Themes and Concepts/Topics:

End of the

Contributions Underground Railroad Geographic Setting Maryland Character Traits commitment, conservation, courage, equality, fairness, perseverance, respect for others, respect of the environment, tolerance Everyday Life slavery vs. freedom food, clothing, homes, transportation, communication, recreation (now and then)

Contributions scientific research Geographic Setting Tuskegee University Character Traits commitment, conservation, courage, equality, fairness, perseverance, respect for others, respect of the environment, tolerance Everyday Life uses of the peanut food, clothing, homes, transportation, communication, recreation (now and then)

3rd Nine Weeks

Materials/ Resources

pp. 172-173 SOAR Website: Lesson Plan Harriett Tubman

pp. 100-101 SOAR Website: Lesson Plan George Washington Carver

4 Weeks AKS Skills: 1-9 Content: 25, 26, 27

Theodore Roosevelt
Themes and Concepts/Topics: Contributions protect the environment Geographic Setting national parks Character Traits commitment, conservation, courage, equality, fairness, perseverance, respect for others, respect of the environment, tolerance Everyday Life Teddy Bear food, clothing, homes, transportation, communication, recreation (now and then)

4 Weeks Skills: 1-9 Content: 33, 34, 35, 36

Personal Finance
Themes and Concepts/Topics: Contributions smart spending and saving Character self-discipline Economic Choices good/services labor scarcity/choice producers/consumers costs/benefits personal spending saving choices

Topics

End of the 4th Nine Weeks Summer Break

Materials

pp. 54-55 SOAR Website: Lesson Plan Theodore Roosevelt

pp. 72-90 Nystrom Exploring Where & Why: 2.3 B, 2.4 A-D, 2.6A SOAR Website: Lesson Plan Personal Finance

Reading: Literature
1. Ask and answer questions about key details in a text, with prompting and support. 1. Ask and answer questions about key details in a text. 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 3. Describe how characters in a story respond to major events and challenges.

2. Retell familiar stories, including key details, with prompting and support.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 3. Describe characters, settings, and major events in a story, using key details.

3. Identify characters, settings, and major events in a story, with prompting and support. 4. Ask and answer questions about unknown words in a text.

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

5. Recognize common types of texts (e.g., storybooks, poems).

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 6. Identify who is telling the story at various points in a text.

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

6. Name the author and illustrator of a story and define the role of each in telling the story, with prompting and support. 7. Describe the relationship between illustrations and the story in which they appear with prompting and support (e.g., what moment in a story an illustration depicts). a. Tell stories using wordless picture books and picture sequences. b. Make predictions from pictures and

7. Use illustrations and details in a story to describe its characters, setting, or events; make predictions based on prior knowledge.

titles.

8. Compare and contrast the adventures and experiences of characters in familiar stories, with prompting and support.

8. Compare and contrast the adventures and experiences of characters in stories.

9. Engage in group reading activities, including 9. Read prose and poetry of appropriate choral speaking and creative drama, with complexity for grade 1, with prompting and purpose and understanding. support. a. Recite short poems, rhymes, songs, and stories with repeated patterns.

8. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. 9. Read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2.

Reading: Informational Text

10. Ask and answer questions about key details in a text, with prompting and support. 10. Ask and answer questions about key details in a text. 10. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 11. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 12. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 13. Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area. 14. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 15. Identify the main purpose of a text, including what the author wants to answer,

11. Identify the main topic and retell key details of a text, with prompting and support.

11. Identify the main topic and retell key details of a text.

12. Describe the connection between two individuals, events, ideas, or pieces of information in a text, with prompting and support. 13. Ask and answer questions about unknown words in a text, with prompting and support.

12. Describe the connection between two individuals, events, ideas, or pieces of information in a text (e.g.,biographies). 13. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 14. Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. 15. Distinguish between information provided by pictures or other illustrations and

14. Identify the front cover, back cover, and title page of a book.

15. Name the author, title, and illustrator of a text and define the role of each in presenting

the ideas or information in a text.

information provided by the words in a text.

explain, or describe.

16. Describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts), with prompting and support. 17. Identify the reasons an author gives to support points in a text, with prompting and support. 18. Identify basic similarities in and differences between two texts on the same topic with prompting and support (e.g., in illustrations, descriptions, or procedures). 19. Engage in group reading activities with purpose and understanding.

16. Use illustrations and details in a text to describe its key ideas.

16. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

17. Identify the reasons an author gives to support points in a text.

17. Describe how reasons support specific points the author makes in a text.

18. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 19. Read informational texts appropriately complex for grade 1, with prompting and support.

18. Compare and contrast the most important points presented by two texts on the same topic.

19. Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2.

Reading: Foundational Skills

20. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page-by-page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Name and match all upper-and 20. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

lowercase letters of the alphabet out of sequence. 21. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. 21. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add, substitute, or delete individual sounds (phonemes) in simple, onesyllable words to make new words. 22. Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does) d. Distinguish between similarly spelled words by identifying the sounds of the letter that differ

22. Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled onesyllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables.

20. Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled onesyllable words.

b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled twosyllable words with long vowels. d. Decode words with common prefixes and suffixes e. Identify words with inconsistent but common spelling-sound correspondences.

f. Read words with inflectional endings. g. Recognize and read gradeappropriate irregularly spelled words. h. Read common sight words in isolation and in text.

f. Read grade-appropriate irregularly spelled words. g. Read common sight words in isolation and in text.

23. Read emergent-reader texts with purpose and understanding.

23. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

21. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

Writing
24. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or 24. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 22. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and

book (e.g., My favorite book is...). 25. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 26. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 25. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 26. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 27. Focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed, with guidance and support from adults. 28. Use a variety of digital tools to produce and publish writing, including in collaboration with peers, with guidance and support from adults. 29. Participate in shared research and writing projects (e.g., exploring a number of how-to books on a given topic and use them to write a sequence of instructions). 30. Recall information from experiences or gather information from provided sources to answer a question, with guidance and support from adults.

reasons, and provide a concluding statement or section. 23. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 24. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 25. Focus on a topic and strengthen writing as needed by revising and editing, with guidance and support from adults and peers.

27. Respond to questions and suggestions from peers and add details to strengthen writing as needed, with guidance and support from adults. 28. Explore a variety of digital tools and print media to produce and publish writing, including in collaboration with peers, with guidance and support from adults. 29. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 30. Recall information from experiences or gather information from provided sources to answer a question, with guidance and support from adults.

26. Use a variety of digital tools to produce and publish writing, including in collaboration with peers, with guidance and support from adults. 27. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 28. Recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening

31. Participate in collaborative conversations with diverse partners about kindergarten 31. Participate in collaborative conversations with diverse partners about grade 1 topics 29. Participate in collaborative conversations with diverse partners about grade 2 topics

topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.

and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

32. Confirm understanding of written texts read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 33. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

32. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

30. Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.

33. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

31. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 32. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 33. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 34. Produce complete sentences when appropriate to task and situation in order to

34. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 35. Add drawings or other visual displays to descriptions as desired to provide additional detail.

34. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 35. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

36. Speak audibly and express thoughts, feelings, and ideas clearly.

36. Produce complete sentences when appropriate to task and situation.

provide requested detail or clarification.

Language
37. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print legibly all upper- and lowercase letters and first and last names. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) when speaking. d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). 37. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print legibly, using appropriate letter formation and spacing between letters, words, and sentences. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g.,during, beyond, toward). 35. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Write upper and lower case cursive letters, with guidance and support.

b. Use collective nouns (e.g., group). c. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). d. Use reflexive pronouns (e.g., myself, ourselves).

e. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

f. Use adjectives and adverbs, and choose between them depending on what is to be modified.

f. Produce and expand complete

j. Produce and expand complete

g. Produce, expand, and rearrange

sentences in shared language activities.

simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to questions and prompts.

k. Alphabetize to the first letter.

complete simple and compound sentences (e.g., The boy watched he movie; The little boy watched the movie; The action movie was watched by the little boy). h. Create documents with legible handwriting. i. Alphabetize to the second letter.

38. Demonstrate command of the 38. Demonstrate command of the 36. Demonstrate command of the conventions of standard English capitalization, conventions of standard English capitalization, conventions of standard English capitalization, punctuation, and spelling when writing. punctuation, and spelling when writing. punctuation, and spelling when writing. a. Capitalize the first word in a a. Capitalize dates and names of a. Capitalize holidays, product names, sentence and the pronoun I. people, months, and days. and geographic names. b. Recognize and name end b. Use end punctuation for sentences. b. Use commas in greetings and punctuation. c. Use commas in dates and to closings of letters. c. Write a letter or letters for most separate single words in a series. c. Use apostrophes to form consonant and short-vowel sounds contractions and frequently occurring (phonemes). possessives (e.g., can't, don't, boy's, dog's). d. Spell simple words phonetically, d. Use conventional spelling for words d. Generalize learned spelling drawing on knowledge of soundwith common spelling patterns and patterns when writing words letter relationships. for frequently occurring irregular (e.g.,cage-badge; boy-boil). words. e. Spell untaught words phonetically, e. Consult reference materials, drawing on phonemic awareness and including beginning dictionaries, as spelling conventions. needed to check and correct spellings.

37. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English.

39. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

39. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as clues to the meaning of words.

38. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

c. Use frequently occurring bases (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). d. Use glossaries and beginning dictionaries and thesauruses, both print and digital, to determine or clarify the meanings of words and phrases (with guidance and support). 40. Explore word relationships and nuances in 40. Demonstrate understanding of word word meanings, with guidance and support relationships and nuances in word meanings, from adults. with guidance and support from adults. a. Sort common objects into a. Sorts words into categories (e.g., categories (e.g., shapes, foods) to gain colors, clothing) to gain a sense of the a sense of the concepts the categories concepts the categories represent. e. Use glossaries and beginning dictionaries and thesauruses, both print and digital, to determine or clarify the meaning of words and phrases. 39. Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

represent.

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 41. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

41. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

40. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).