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School City of Hobart |
| Reading Operations |
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Word Recognition, Fluency, Vocabulary
The learner will be able to understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.
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1.1.1
The learner will be able to match oral words to printed words.
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1.1.2
The learner will be able to identify letters, words, and sentences.
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1.1.3
The learner will be able to recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.
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1.1.4
The learner will be able to distinguish beginning, middle, and ending sounds in single-syllable words (words with only one vowel sound). Example: Tell the sound that comes at the beginning of the word sun. Tell the sound that comes at the end of the word cloud. Tell the sound that comes in the middle of the word boat. .
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1.1.5
The learner will be able to recognize different vowel sounds in orally stated single-syllable words. Example: Say the sound that is in the middle of the word bit. Say the sound that is in the middle of the word bite. Tell whether this is the same sound or a different sound. .
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1.1.6
The learner will be able to recognize that vowels' sounds can be represented by different letters.
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1.1.7
The learner will be able to create and state a series of rhyming words.
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1.1.8
The learner will be able to add, delete, or change sounds to change words. Example: Tell what letter you would have to change to make the word cow into the word how. Tell what letter you would have to change to make the word pan into an. .
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1.1.9
The learner will be able to blend two to four phonemes (sounds) into recognizable words. Example: Tell what word is made by the sounds /b/ /a/ /t/. Tell what word is made by the sounds /fl/ /a/ /t/. .
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1.1.10
The learner will be able to generate the sounds from all the letters and from a variety of letter patterns, including consonant blends and long- and short-vowel patterns (a, e, i, o, u), and blend those sounds into recognizable words.
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1.1.11
The learner will be able to read common sight words (words that are often seen and heard).
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1.1.12
The learner will be able to use phonic and context clues as self-correction strategies when reading.
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1.1.13
The learner will be able to read words by using knowledge of vowel digraphs (two vowels that make one sound such as the ea in eat) and knowledge of how vowel sounds change when followed by the letter r (such as the ea in the word ear). Example: Correctly read aloud the vowel sounds made in words, such as ear, eat, near, their, or wear. .
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1.1.14
The learner will be able to read common word patterns (-ite, -ate). Example: Read words, such as gate, late, and kite. .
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1.1.15
The learner will be able to read aloud smoothly and easily in familiar text.
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| Vocabulary |
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1.1.16
The learner will be able to read and understand simple compound words (birthday, anything) and contractions (isn't, aren't, can't, won't).
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1.1.17
The learner will be able to read and understand root words (look) and their inflectional forms (looks, looked, looking). Example: Recognize that the s added to the end of chair makes it mean more than one chair. Recognize that adding ed to the end of jump makes it mean jumping that happened in the past. .
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1.1.18
The learner will be able to classify categories of words. Example: Tell which of the following are fruits and which are vegetables: bananas, oranges, apples, carrots, and peas. .
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| Reading Operations |
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READING: Comprehension
The learner will be able to read and understand grade-level-appropriate material. They use a variety of comprehension strategies, such as asking and responding to essential questions, making predictions, and comparing information from several sources, to understand what they read. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, at Grade 1, students begin to read a variety of grade-level-appropriate narrative (story) and expository (informational) texts (such as grade-level-appropriate classic and contemporary literature, nursery rhymes, alphabet books, children's magazines, dictionaries, and online information).
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1.2.1
The learner will be able to identify the title, author, illustrator, and table of contents of a reading selection.
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1.2.2
The learner will be able to identify text that uses sequence or other logical order. Example: Explain how an informational text is different from a story. Tell what might be included in an informational book that uses sequence, such as a book on making a bird feeder like The Bird Table by Pauline Cartwright. .
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1.2.3
The learner will be able to respond to who, what, when, where, why, and how questions and discuss the main idea of what is read. Example: Read a story, such as Frog and Toad Together by Arnold Lobel or There's an Alligator Under My Bed by Mercer Mayer, and tell about the story, including the main idea, important events (what, when, why, how), setting (where), and characters (who). .
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1.2.4
The learner will be able to follow one-step written instructions.
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1.2.5
The learner will be able to use context (the meaning of the surrounding text) to understand word and sentence meanings.
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1.2.6
The learner will be able to confirm predictions about what will happen next in a text by identifying key words. Example: Read part of a story, such as The Musicians of Bremen: A Tale from Germany by Jane Yolen, and tell what might happen next and how the story might end. Read part of an informational text, such as The Carrot Seed by Ruth Krauss, and guess what might happen next. Then, check to see if these predictions are correct by looking ahead in the text. .
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1.2.7
The learner will be able to relate prior knowledge to what is read. Example: Read a text or story, such as My Sister Is My Friend by Hannah Markley, and tell about a time an older person helped you do something, the way the character in Markley's story is helped by her older sister. .
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Literary Response and Analysis
The learner will be able to read and respond to a wide variety of children's literature. They identify and discuss the characters, theme (the main idea of a story), plot (what happens in a story), and the setting (where a story takes place) of stories that they read. The selections in the Indiana Reading List (available online at www.doe.state.in.us/ standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students.
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1.3.1
The learner will be able to identify and describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending. Example: Read a story, such as Arthur's Prize Reader by Lillian Hoban. Retell the story, including descriptions of the characters and plot of the story, by telling about what happens to Arthur in the contest that he enters and the one that he helps his sister to enter. Plot the story onto a story map. .
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1.3.2
The learner will be able to describe the roles of authors and illustrators. Example: Read a book, such as The Very Hungry Caterpillar by Eric Carle or Where the Wild Things Are by Maurice Sendak, in which the art is especially important in telling the story. Describe the role of the author and illustrator, and discuss how the pictures help to tell the story. .
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| Writing |
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WRITING: Process
The learner will be able to discuss ideas for group stories and other writing. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.
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1.4.1
The learner will be able to discuss ideas and select a focus for group stories or other writing.
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1.4.2
The learner will be able to use various organizational strategies to plan writing.
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1.4.3
The learner will be able to revise writing for others to read.
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WRITING: Applications
The learner will be able to begin to write compositions that describe and explain familiar objects, events, and experiences. Students use their understanding of the sounds of words to write simple rhymes. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
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1.5.1
The learner will be able to write brief narratives (stories) describing an experience. Example: Write a short story titled My Friend describing an experience that is real or imagined. .
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1.5.2
The learner will be able to write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details. Example: Write a description of a family member, a pet, or a favorite toy. Include enough details that the reader can picture the person, animal, or object. .
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1.5.3
The learner will be able to write simple rhymes.
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1.5.4
The learner will be able to use descriptive words when writing. Example: Use varied words to describe events, people, and places, such as describing a day as a sunny day or cloudy day. .
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1.5.5
The learner will be able to write for different purposes and to a specific audience or person. Example: Write a thank-you note to the store manager after a field trip to the local supermarket. .
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English Language Conventions
The learner will be able to write using Standard English conventions appropriate to this grade level.
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1.6.1
The learner will be able to print legibly and space letters, words, and sentences appropriately.
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1.6.2
The learner will be able to write in complete sentences.
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| Language Expressions |
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1.6.3
The learner will be able to identify and correctly use singular and plural nouns (dog/dogs).
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1.6.5
The learner will be able to identify and correctly write possessive nouns (cat's meow, girls' dresses) and possessive pronouns (my/mine, his/hers).
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| Language Mechanics |
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1.6.4
The learner will be able to identify and correctly write contractions (isn't, aren't, can't).
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1.6.6
The learner will be able to correctly use periods (I am five.), exclamation points (Help!), and question marks (How old are you?) at the end of sentences.
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1.6.7
The learner will be able to capitalize the first word of a sentence, names of people, and the pronoun I.
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| Spelling |
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1.6.8
The learner will be able to spell correctly three- and four-letter words (can, will) and grade-level-appropriate sight words (red, fish).
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| Listening |
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Listening and Speaking
The learner will be able to listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.
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1.7.1
The learner will be able to listen attentively.
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1.7.2
The learner will be able to ask questions for clarification and understanding.
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1.7.3
The learner will be able to give, restate, and follow simple two-step directions.
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| Speaking |
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1.7.4
The learner will be able to stay on the topic when speaking.
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1.7.5
The learner will be able to use descriptive words when speaking about people, places, things, and events.
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1.7.6
The learner will be able to recite poems, rhymes, songs, and stories.
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1.7.7
The learner will be able to retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.
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1.7.8
The learner will be able to relate an important life event or personal experience in a simple sequence.
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1.7.9
The learner will be able to provide descriptions with careful attention to sensory detail.
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1.7.10
The learner will be able to use visual aids, such as pictures and objects, to present oral information.
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