Standard 1: Reading FIRST GRADE
Reading: The student reads and comprehends text across the curriculum.
Benchmark 1: The student uses skills in alphabetics to construct meaning from text.
First Grade Knowledge Base Indicators / Bloom’s / Supplemental Resources / AssessmentsThe student…
1. identifies sounds of both upper and lower case letters of the alphabet.
(Letter-sound Relationships)
2. ▲ identifies names of both upper and lower case letters of the alphabet.
3. identifies and distinguishes between letters, words, and sentences.
4. ▲ identifies and manipulates phonemes in spoken words (e.g., phoneme isolation, identification, categorization, ▲blending, ▲segmentation, ▲deletion, ▲addition, ▲substitution).
(Phonemic Awareness)
5. ▲ identifies onsets and rimes in spoken words (e.g., alliteration, intonation, rhyme). (Phonological Awareness).
6. ▲ uses knowledge of letter-sound correspondences (e.g., ▲consonant-vowel patterns, blends, ▲digraphs, word families) when reading unknown words. (Phonics)
7. manipulates onsets and rimes in spoken words (e.g., alliteration, intonation, rhyme). (Phonological Awareness) / Knowledge
Knowledge
Comprehension
Application
Knowledge
Application
Application / Pathways to Reading Curriculum
www.starfall.com
www.readingatoz.com
http://www.carlscorner.us.com/ / Scott Foresman
Pathways to Reading
Standard 1: Reading FIRST GRADE
Reading: The student reads and comprehends text across the curriculum.
Benchmark 2: The student reads fluently.
First Grade Knowledge Base Indicators / Bloom’s / Supplemental Resources / AssessmentsThe student…
1. applies concepts of print when reading (e.g., front-to-back, top-to-bottom, left-to-right, capitalization).
2. uses punctuation at instructional or independent reading levels while reading.
3. reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech with familiar text.
4. uses knowledge of sentence structure to read fluently at instructional or independent reading levels.
5. uses a variety of word-recognition strategies (e.g., practicing words in isolation) to read fluently. / Application
Application
Analysis
Application
Analysis / Pathways to Reading Curriculum
www.starfall.com
www.readingatoz.com
http://www.carlscorner.us.com/ / Scott Foresman
Pathways to Reading
Standard 1: Reading FIRST GRADE
Reading: The student reads and comprehends text across the curriculum.
Benchmark 3: The student expands vocabulary.
First Grade Knowledge Base Indicators / Bloom’s / Supplemental Resources / AssessmentsThe student…
1. demonstrates automatic recognition of sight words.
2. determines the meaning of unknown words or phrases using picture clues and context clues from sentences.
3. identifies synonyms and antonyms to determine the meaning of words.
4. determines meaning of words through knowledge of word structure (e.g., compound nouns, contractions, inflectional endings). / Comprehension
Comprehension
Comprehensiton
Analysis / Pathways to Reading Curriculum
www.starfall.com
www.readingatoz.com
http://www.carlscorner.us.com/ / Scott Foresman
Pathways to Reading
Standard 1: Reading FIRST GRADE
Reading: The student reads and comprehends text across the curriculum.
Benchmark 4: The student comprehends a variety of text (narrative, expository, technical, and persuasive).
First Grade Knowledge Base Indicators / Bloom’s / Supplemental Resources / AssessmentsThe student…
1. participates in discussions about narrative, expository, and technical texts read to them or text read independently.
2. locates and discusses title, author, illustrator, and illustrations.
3. uses pictures, content, and prior knowledge to make predictions.
4. responds logically to literal, inferential, and critical thinking questions before, during, and after listening to or reading the text.
5. uses picture clues, text, and prior knowledge to make inferences and draw conclusions.
6. develops awareness of text structure (e.g., sequence, problem-solution, comparison-contrast).
7. ▲ sequences events according to basic story structure of beginning, middle, and end.
8. compares and contrasts information (e.g., topics, characters) between texts.
9. ▲ retells or role plays important events and main ideas from narrative and expository texts.
10. identifies the topic and main idea in appropriate-level texts. / Evaluation
Comprehension
Synthesis
Evaluation
Evaluation
Application
Application
Analysis
Comprehension
Application / Library Curriculum / Scott Foresman
Standard 2: Literature FIRST GRADE
Literature: The student responds to a variety of text.
Benchmark 1: The student uses literary concepts to interpret and respond to text.
First Grade Knowledge Base Indicators / Bloom’s / Supplemental Resources / AssessmentsThe student…
1. identifies and discusses character(s) in literature.
2. identifies and describes setting.
3. follows events in a plot. / Comprehension
Comprehension
Analysis / Library Curriculum / Scott Foresman
Standard 2: Literature FIRST GRADE
Literature: The student responds to a variety of text.
Benchmark 2: The student understands the significance of literature and its contributions to various cultures.
First Grade Knowledge Base Indicators / Bloom’s / Supplemental Resources / AssessmentsThe student…
1. listens to or reads text to connect personal experiences and ideas with those of other cultures in literature. / Evaluation / Library Curriculum / Scott Foresman
Standard 3: Writing First Grade
Standard 3 - Writing: The student writes effectively for a variety of audiences, purposes, and contexts.
Benchmark 1: The student writes narrative text using the writing process.
First Grade Knowledge Base Indicators / Bloom’s / Supplemental Resources / AssessmentsThe student…
1. Chooses an idea about which to write.
(Ideas and Content: prewriting, drafting, revising: N,E)
2. Begins to orally communicate and/or write using personal
experience. (Ideas and Content: prewriting, drafting, revising: N,E)
3. Uses details in pictures and words to develop a story.
(Ideas and Content: prewriting, drafting, revising: N,E)
4. Understands the difference between copying and using ones own words. (Ideas and Content: prewriting, drafting, revising: N,E)
5. Participates in shared writing activities where prewriting strategies are included.
(Organization: prewriting, drafting, revising: N,E)
6. Writes sentences with ideas presented in a sequential order.
(Organization: prewriting, drafting, revising: N,E)
7. Writes several complete sentences about one idea.
(Organization: prewriting, drafting, revising: N,E)
8. Expresses feelings through pictures and words.
(Voice: prewriting, drafting, revising: N,E)
9. Identifies and uses nouns and verbs in their writing.
(Word Choice: prewriting, drafting, revising: N,E)
10. Explores the use of new words to make writing more interesting.
(Word Choice: prewriting, drafting, revising: N,E)
11. Writes a simple sentence that is a complete thought and is easy to read aloud.
(Sentence Fluency: prewriting, drafting, revising: N,E)
12. Indicator not at this grade level
13. Indicator not at this grade level
14. Indicator not at this grade level
15. Uses correct spacing between words.
(Conventions: prewriting, drafting, revising: N,E)
16. Capitalizes the beginning of a sentence using correct ending punctuation.
(Conventions: drafting, revising: N,E)
17. Uses correct subject/verb agreement. (Conventions: prewriting, drafting, revising: N,E)
18. Spells most words like they sound in student’s writing.
(Conventions: prewriting, drafting, revising: N,E)
19. Indicator not at this grade level / Analysis
Analysis
Synthesis
Evaluation
Synthesis
Application
Analysis
Synthesis
Application
Application
Application
Application
Application
Application
Application / Four Square Writing Curriculum
Handwriting without Tears / Scott Foresman
Standard 3: Writing First Grade
Standard 3 - Writing: The student writes effectively for a variety of audiences, purposes, and contexts.
Benchmark 2: The student writes expository text using the writing process.
First Grade Knowledge Base Indicators / Bloom’s / Supplemental Resources / AssessmentsThe student…
1. Chooses an idea about which to write and uses words to express this idea in a basic sentence. (Ideas and Content: prewriting, drafting, revising: N,E)
2. Uses details in pictures and words to develop informational writing. (Ideas and Content: prewriting, drafting, revising: N,E)
3. Begins to orally communicate and write using personal experience to provide information. (Ideas and Content: prewriting, drafting, revising: N,E)
4. Indicator not at this grade level
5. Understands the difference between copying and using one’s own words. (Ideas and Content: prewriting, drafting, revising: N,E)
6. Indicator not at this grade level
7. Indicator not at this grade level
8. Participates in shared writing activities where prewriting strategies are included. (Organization: prewriting, drafting, revising: N,E)
9. Writes sentences with ideas presented in a sequential order.
(Organization: prewriting, drafting, revising: N,E)
10. Indicator not at this grade level
11. Indicator not at this grade level
12. Begins to write and/or draw feelings about the topic with the purpose of informing the reader.
(Voice: prewriting, drafting, revising: N,E)
13. Identifies and uses nouns and verbs in their writing.
(Word Choice: prewriting, drafting, revising: N,E)
14. Explores the use of new words to make writing more interesting.
(Word Choice: prewriting, drafting, revising: N,E)
15. Writes a simple sentence that is a complete thought that is easy to read aloud.
(Sentence Fluency: prewriting, revising, drafting: N,E)
16. Indicator not at this grade level
17. Indicator not at this grade level
18. Uses correct spacing between words.
(Conventions: prewriting, drafting, revising: N,E)
19. Capitalizes the beginning of a sentence using correct ending punctuation.
(Conventions: prewriting, drafting, revising: N,E)
20. Uses correct subject/verb agreement.
(Conventions: prewriting, drafting, revising: N, E)
21. Spells most words like they sound.
(Conventions: prewriting, drafting, revising: N,E)
22. Indicator not at this grade level / Synthesis
Analysis
Analysis
Evaluation
Synthesis
Application
Synthesis
Application
Synthesis
Application
Application
Application
Application
Application / Four Square Writing Curriculum
Handwriting without Tears / Scott Foresman
Standard 4: Research FIRST GRADE
Research: The student applies reading and writing skills to demonstrate learning.
Benchmark 1: The student uses effective research practices.
First Grade Indicators / Bloom’s / Supplemental Resources / AssessmentsThe student…
1. Observes the recording of or independently records relevant information.
2. Shares information. / Comprehension
Comprehension / Weekly Readers
Standard 4: Research FIRST GRADE
Research: The student applies reading and writing skills to demonstrate learning.
Benchmark 2: The student uses ethical research practices.
First Grade Indicators / Bloom’s / Supplemental Resources / AssessmentsThe student…
1. understands the difference between copying and using one’s own words. / Evalaution
All indicators will be taught with the approved textbook series.
Reading – First Grade
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