Grade-Level Indicators
READING/WRITING
Grade One
Phonemic Awareness, Word
Recognition and Fluency Standard
Acquisition of Vocabulary Standard
Reading Process:Concepts of
Print, Comprehension Strategies and Self-Monitoring Strategies
Standard
Informational, Technical, and Persuasive Text
Standard
Literary Text Standard
Writing
Process
Writing Applications
Writing Conventions
Research
Communication: Oral and Visual
Phonemic Awareness,
Word Recognition and Fluency
Students in the primary grades learn to
recognize and decode printed words, developing the skills that are the
foundations for independent reading. They discover the alphabetic
principle (sound-symbol match) and learn to use it in figuring out new
words. They build a stock
of sight words that helps them to read quickly and accurately with
comprehension. By the end of the third grade, they demonstrate fluent
oral reading, varying their intonation and timing as appropriate for
the text. |
Benchmark A. Use letter-sound
correspondence knowledge and structural analysis to decode words. 1. Identify and distinguish between letters, words and sentences. 2. Identify and say the beginning and ending sounds in words. 3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters. 4. Decode by using letter-sound matches. 5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. 6. Blend two to four phonemes (sounds) into words. 7. Add, delete or change sounds in a given word to create new or rhyming words. Benchmark B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text. 8. Demonstrate a growing stock of sight words. 9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. 10. Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning. |
Students acquire vocabulary through exposure
to language-rich situations, such as reading books and other texts and
conversing with adults and peers. They use context clues, as well as
direct
explanations provided by others, to gain new words. They learn to apply
word analysis skills to build and extend their own vocabulary. As
students
progress through the grades, they become more proficient in applying
their
knowledge of words (origins, parts, relationships, meanings) to acquire
specialized vocabulary that aids comprehension. |
Benchmark A. Use context clues to
determine the meaning of new vocabulary. 1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading. Benchmark B. Read accurately high- frequency sight words. 4. Recognize common sight words. Benchmark C. Apply structural analysis skills to build and extend vocabulary and to determine word meaning. 6. Predict the meaning of compound words using knowledge of individual words (e.g., daydream, raindrop). 7. Recognize contractions (e.g., isn’t, aren’t, can’t, won’t) and common abbreviations (e.g., Jan., Feb.). 8. Read root words and their inflectional endings (e.g., walk, walked, walking). Benchmark D. Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings. 2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms). 3. Classify words into categories (e.g., colors, fruits, vegetables). 5. Recognize that words can sound alike but have different meanings (e.g., homophones such as hair and hare). Benchmark E. Use resources to determine the meanings and pronunciations of unknown words. 9. Determine the meaning of unknown words using a beginner’s dictionary. |
Students develop and learn to apply
strategies that help them to comprehend and interpret informational and
literary texts. Reading and learning to read are problem solving
processes that require strategies for the reader to make sense of
written language and remain engaged with texts.
Beginners develop basic concepts about print (e.g., that print holds
meaning)
and how books work (e.g., text organization). As strategic readers,
students
learn to analyze and evaluate texts to demonstrate their understanding
of
text. Additionally, students learn to self-monitor their own
comprehension by asking and answering questions about the text,
self-correcting errors and
assessing their own understanding. They apply these strategies
effectively to assigned and self-selected texts read in and out of the
classroom. |
Students develop and learn to apply
strategies that help them to comprehend and interpret informational and
literary texts. Reading and learning to read are problem solving
processes that require strategies
for Benchmark A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text. 1. Describe the role of authors and illustrators. 2. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained). 3. Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions. Benchmark B. Make predictions from text clues and cite specific examples to support predictions. 4. Make predictions while reading and support predictions with information from the text or prior experience. Benchmark C. Draw conclusions from information in text. 6. Recall the important ideas in fictional and non-fictional texts. Benchmark D. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas. 5. Compare information (e.g., recognize similarities) in texts with prior knowledge and experience. 7. Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension. Benchmark E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative). 8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Benchmark F. Apply and adjust self-monitoring strategies to assess understanding of text. 9. Monitor comprehension of independently- or group-read texts by asking and answering questions. 10. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). 11. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). |
Reading Applications: Informational,
Technical and Persuasive
Text
Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources. |
Benchmark A. Use
text features and structures to organize content, draw conclusions and
build text knowledge. 1. Use title page, photographs, captions and illustrations (text features) to develop comprehension of informational texts. Benchmark B. Ask clarifying questions concerning essential elements of informational text. Benchmark C. Identify the central ideas and supporting details of informational text. 2. Identify the sequence of events in informational text. 3. Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how). Benchmark D. Use visual aids as sources to gain additional information from text. 4. Identify central ideas and supporting details of informational text with teacher assistance. Benchmark E. Evaluate two- and three-step directions for proper sequencing and completeness. 5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction. 6. Follow multiple-step directions. |
Students enhance their understanding
of the human story by reading literary texts that represent a variety
of authors, cultures and eras. They learn to apply the reading process
to the various genres of literature, including fables, folk tales,
short stories, novels, poetry and drama. They demonstrate their
comprehension by describing and discussing the elements of literature
(e.g., setting, character and
plot), analyzing the author’s use of language (e.g., word choice and
figurative language), comparing and contrasting texts, inferring theme
and meaning
and responding to text in critical and creative ways. Strategic readers
learn to explain, analyze and critique literary text to achieve deep
understanding. |
Benchmark A. Compare and contrast plot
across literary works. 1. Provide own interpretation of story, using information from the text. 3. Retell the beginning, middle and ending of a story, including its important events. Benchmark B. Use supporting details to identify and describe main ideas, characters and setting. 2. Identify characters, setting and events in a story. Benchmark C. Recognize the defining characteristics and features of different types of literary forms and genres. 4. Identify differences between stories, poems and plays. 5. Recognize predictable patterns in stories and poems Benchmark D. Explain how an author’s word choice and use of methods influences the reader. Benchmark E. Identify the theme of a literary text. |
Students’ writing develops when they
regularly engage in the major phases of the writing process. The
writing process includes the phases of prewriting, drafting, revising
and editing and publishing. They learn to plan their writing for
different purposes and
audiences. They learn to apply their writing skills in increasingly
sophisticated
ways to create and produce compositions that reflect effective word and
grammatical choices. Students develop revision strategies to improve
the
content, organization and language of their writing. Students also
develop
editing skills to improve writing conventions.
Benchmark A. Generate ideas for written
compositions.
1. Generate writing ideas through discussions with others.
2. Develop a main idea for writing.
Benchmark B. Develop audience and purpose for self-selected
and assigned writing tasks.
3. Determine purpose and audience.
Benchmark C. Use organizers to clarify ideas for writing
assignments.
4. Use organizational strategies (e.g., brainstorming, lists,
webs and Venn diagrams) to plan writing.
Benchmark D. Use revision strategies and resources to
improve ideas and content, organization, word choice and detail.
5. Organize writing to include a beginning, middle and end.
7. Mimic language from literature when appropriate.
9. Reread own writing for clarity.
10. Add descriptive words and details.
11. Use resources (e.g., a word wall, beginner’s dictionary,
word bank) to select effective vocabulary.
Benchmark E. Edit to improve sentence fluency, grammar and
usage.
6. Construct complete sentences with subjects and verbs.
12. Proofread writing to improve conventions (e.g., grammar,
spelling, punctuation and capitalization).
Benchmark F. Apply tools to judge the quality of writing.
13. Apply tools (e.g., rubric, checklist, feedback) to judge
the quality of writing.
Benchmark G. Publish writing samples for display or sharing
with others, using techniques such as electronic resources and graphics.
8. Use available technology to compose text.
14. Rewrite and illustrate writing samples for display and for
sharing with others.
Students need to understand that
various types of writing require different language, formatting and
special vocabulary. Writing serves many purposes across the curriculum
and takes various forms. Beginning writers learn about the various
purposes of writing; they attempt and use a small range of familiar
forms (e.g., letters). Developing writers are able to select text forms
to suit purpose and audience. They can explain why some text forms are
more suited to a purpose than others and begin
to use content-specific vocabulary to achieve their communication
goals.
Proficient writers control effectively the language and structural
features
of a large repertoire of text forms. They deliberately choose
vocabulary
to enhance text and structure in their writing according to audience
and
purpose.
Benchmark A. Compose writings that convey
a clear message and include well-chosen details.
1. Write simple stories with a beginning, middle and end that
include descriptive words and details.
4. Produce informal writings (e.g., messages, journals, notes
and poems) for various purposes.
Benchmark B. Write responses to literature that demonstrate
an understanding of a literary work.
2. Write responses to stories that include simple judgments
about the text.
Benchmark C. Write friendly letters and invitations
complete
with date, salutation, body, closing and signature.
3. Write friendly letters or invitations that follow a simple
letter format.
Students learn to master writing conventions
through exposure to good models and opportunities for practice. Writing
conventions include spelling, punctuation, grammar and other
conventions associated with forms of written text. They learn the
purposes of punctuation: to clarify sentence meaning and help readers
know how writing might sound aloud. They develop and extend their
understanding of the spelling system, using a range of strategies for
spelling words correctly and using newly learned vocabulary in their
writing. They grow more skillful at using the grammatical structures of
English to effectively communicate ideas in writing and to express
themselves. |
Benchmark A. Print legibly using
appropriate spacing. 1. Print legibly and space letters, words and sentences appropriately. Benchmark B. Spell grade-appropriate words correctly. 2. Spell words correctly with regular short vowel patterns and most common long vowel words (e.g., time, name). 3. Spell high-frequency words correctly. 4. Create phonetically-spelled written work that can usually be read by the writer and others. 5. Spell unfamiliar words using strategies such as segmenting, sounding out and matching familiar words and word parts. Benchmark C. Use conventions of punctuation and capitalization in written work. 6. Use end punctuation correctly, including question marks, exclamation points and periods. 7. Use correct capitalization (e.g., the first word in a sentence, names and the pronoun I). Benchmark D. Use grammatical structures in written work. 8. Use nouns, verbs and adjectives (descriptive words). |
Students define and investigate
self-selected or assigned issues, topics and problems. They locate,
select and make
use of relevant information from a variety of media, reference and
technological sources. Students use an appropriate form to communicate
their findings.
Benchmark A. Generate questions for
investigation and gather information from a variety of sources.
1. Discuss ideas for investigation about a topic or area of
personal interest.
2. Utilize appropriate searching techniques to gather
information, with teacher assistance, from a variety of locations
(e.g., classroom, school library, public library or community
resources).
3. Use books or observations to gather information to explain
a
topic or unit of study with teacher assistance.
Benchmark B. Retell important details and findings.
4. Recall important information about a topic with teacher
assistance.
5. Report information to others.
Students learn to communicate
effectively through exposure to good models and opportunities for
practice. By speaking, listening and providing and interpreting visual
images, they learn to apply their communication skills in increasingly
sophisticated ways. Students
learn to deliver presentations that effectively convey information and
persuade or entertain audiences. Proficient speakers control language
and deliberately choose vocabulary to clarify points and adjust
presentations according to audience and purpose. |
Benchmark A. Use active listening
strategies to identify the main idea and to gain information from oral
presentations. 1. Use active listening skills, such as making eye contact or asking questions. Benchmark B. Connect prior experiences, insights and ideas to those of a speaker. 2. Compare what is heard with prior knowledge and experience. Benchmark C. Follow multi-step directions. 3. Follow simple oral directions. Benchmark D. Speak clearly and at an appropriate pace and volume. 4. Speak clearly and understandably. Benchmark E. Deliver a variety of presentations that include relevant information and a clear sense of purpose. 5. Deliver brief informational presentations that: a. demonstrate an understanding of the topic; b. include and sort relevant information and details to develop topic; c. organize information with a clear beginning and ending; and d. express opinions. 6. Deliver brief informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details. 7. Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and stories). |
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