A YEAR AT A GLANCE

Grade: First

1st Marking Period

ELA

MATH

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.

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.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.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

a). 10 can be thought of as a bundle of ten ones — called a “ten.”

b).  The numbers from 11 to 19 are composed of a ten and one, two,

three, four, five, six, seven, eight, or nine ones.

c).  The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.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.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.

SCIENCE

1.L.2.1  Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth.

1.L.2.2  Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth.

SOCIAL STUDIES

1.H.1.3 Explain why national holidays are celebrated (Constitution Day, Independence Day, Martin Luther King, Jr., Memorial Day, Presidents’ Day, etc.).

1.C&G.1.1Explain why rules are needed in the home, school and community.

1.C&G.1.2 Classify the roles of authority figures in the home, school and community (teacher, principal, parents, mayor, park rangers, game wardens, etc).

1.C&G.1.3 Summarize various ways in which conflicts could be resolved in homes, schools, classrooms and communities.

******Shaded areas taught and assessed by mid-marking period for progress report.

2nd Marking Period

ELA

**Items in purple are suggestions for assessment for each nine weeks.

1.RL.1 Ask and answer questions about key details in a text.

1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

1.RL.3 Describe characters, settings, and major events a story, using key details.

1.RL.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.

1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.

1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

1.RI.1 Ask and answer questions about key details in a text.

1.RI.2 Identify the main topic and retell key details of a text.

1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

1.RI.5 Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1.RI.7 Use the illustrations and details in a text to describe its key idea.

1.RI.8 Identify the reasons an author gives to support points in a text.

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.

**For Reading Foundations: Instruct Students based on Assessment Data.  All Standards are listed below**

1.RF.1 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).

1.RF.2 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).

1.RF.3 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 one-syllable 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.

g) Recognize and read grade-appropriate irregularly spelled words.

1.RF.4 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 self-correct word recognition and understanding, rereading as necessary.

1.W.1 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.

1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

1.W.3 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.

1.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

1.W.8 With guidance and support from adults,recall information from experiences or gather information from provided sources to answer a question.

1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a) Follow agreed-upon rules for a) Follow agreed-upon rules for 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.

1.SL.2  Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

1.SL.3  Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

1.SL.4  Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

1.SL.6 Produce complete sentences when appropriate to task and situation.

1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a)  Print all upper- and lowercase letters.

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).

i) Use frequently occurring prepositions (e.g., during, beyond, toward).

j) Produce and expand complete simple and compound declarative, interrogative imperative, and exclamatory sentences in response to prompts.

1.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. a.) Capitalize dates and names of people. through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

a) Capitalize dates and names of people. through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

b) Use end punctuation for sentences.

c) Use commas in dates and to separate single words in a series.

d) Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

1.L.4 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.

c). Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

1.L.5 Demonstrate understanding of word relationships and nuances in word 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).

1.L.6  Use words and phrases acquired through conversations, reading and being read to and responding to texts, including frequently occurring conjunctions to signal simple relationships (e.g.,because).

MATH

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.

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

1.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.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

a) 10 can be thought of as a bundle of ten ones — called a “ten.”

b) The numbers from 11 to 19 are composed of a ten and one, two,

three, four, five, six, seven, eight, or nine ones.

c)  The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.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 <.

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

1.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.G.2 Compose two-dimensional 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 compose new shapes from the composite shape.

SCIENCE

1.P.1.1  Explain the importance of a push or pull to changing the motion of an object.

1.P.1.2  Explain how some forces (pushes and pulls) can be used to make things move without touching them, such as magnets.

1.P.1.3  Predict the effect of a given force on the motion of an object, including balanced forces.

1.L.1.1  Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.

1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.

1.L.1.3  Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid littering).

SOCIAL STUDIES

1.H.1.1 Explain how and why neighborhoods and communities change over time.

1.G.2.1 Explain ways people change the environment (planting trees, recycling, cutting down trees, building homes, building streets, etc.)      

1.G.2.2 Explain how people use natural resources in the community.

1.G.2.3 Explain how the environment impacts where people live (urban, rural, weather, transportation, etc.).

1.C.1.1 Compare the languages, traditions, and holidays of various cultures.

1.C.1.2 Use literature to help people understand diverse cultures.

******Shaded areas taught and assessed by mid-marking period for progress report.

3rd Marking Period

ELA

**Items in purple are suggestions for assessment for each nine weeks.

1.RL.1 Ask and answer questions about key details in a text.

1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

1.RL.3 Describe characters, settings, and major events a story, using key details.

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

1.RL.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.

1.RL.6 Identify who is telling the story at various points in a text.

1.RL.7 Use illustrations and details in a story to describes its characters, setting, or events.

1.RL.9 Compare and contrast the adventures and experiences of characters in stories.

1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

1.RI.1 Ask and answer questions about key details in a text.

1.RI.2 Identify the main topic and retell key details of a text.

1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

1.RI.5 Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

1.RI.7 Use the illustrations and details in a text to describe its key ideas.

1.RI.8 Identify the reasons an author gives to support points in a text.

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.

**For Reading Foundations: Instruct Students based on Assessment Data.  All Standards are listed below**

1.RF.1 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).

1.RF.2 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).

1.RF.3 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 one-syllable 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.

f) Read words with inflectional endings.

g) Recognize and read grade-appropriate irregularly spelled words.

1.RF.4 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 self-correct word recognition and understanding, rereading as necessary.

1.W.1 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.

1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

1.W.3 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.

1.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

1.W.8 With guidance and support from adults,recall information from experiences or gather information from provided sources to answer a question.

1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a) Follow agreed-upon rules for a) Follow agreed-upon rules for 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.

1.SL.2  Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

1.SL.3  Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

1.SL.4  Describe people, places, things, and events with relevant details, expressing events with relevant details, expressing ideas and feelings clearly.

1.SL.5 Add drawings or other visual display to descriptions when appropriate to clarify ideas, thoughts, and feelings.

1.SL.6  Produce complete sentences when appropriate to task and situation.

1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a)  Print all upper- and lowercase letters.

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).

 j) Produce and expand complete simple and compound declarative, interrogative imperative, and exclamatory sentences in response to prompts.

1.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

a.) Capitalize dates and names of people. through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

b) Use end punctuation for sentences.

 c). Use commas in dates and to separate names of people.

 d). Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

1.L.4 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 a clue to the meaning of a word.

c). Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

1.L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a.) Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

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).

1.L.6  Use words and phrases acquired through conversations, reading and being read to and responding to texts, including frequently occurring conjunctions to signal simple relationships (e.g.,because).

MATH

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.

1.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.Understand and apply properties of operations and the relationship between addition and subtraction.

Understand and apply properties of operations and the relationship between addition and subtraction.

1.OA.3 Apply properties of operations as strategies to add and subtract.3 Examples: 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.)

1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.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., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown.

1.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.

1.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 <.

1.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

1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.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.

1.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.

SCIENCE

1.E.1.1  Recognize differences in the features of the day and night sky and apparent movement of objects across the sky as observed from Earth.

1.E.1.2  Recognize patterns of observable changes in the Moon’s appearance from day to day.

SOCIAL STUDIES

1.G.1.1Use geographic tools to identify characteristics of various landforms and bodies of water.

1.G.1.2 Give examples showing location of places (home, classroom, school and community).

1.G.1.3 Understand the basic elements of geographic representations using maps (cardinal directions and map symbols).

1.C.1.1 Compare the languages, traditions, and holidays of various cultures.

1.C.1.2 Use literature to help people understand diverse cultures.

******Shaded areas taught and assessed by mid-marking period for progress report.

4th Marking Period

ELA

1.RL.1 Ask and answer questions about key details in a text.

1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

1.RL.3 Describe characters, settings, and major events a story, using key details.

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

1.RL.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.

1.RL.6 Identify who is telling the story at various points in a text.

1.RL.7 Use illustrations and details in a story to describes its characters, setting, or events.

1.RL.9 Compare and contrast the adventures and experiences of characters in stories.

1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

1.RI.1 Ask and answer questions about key details in a text.

1.RI.2 Identify the main topic and retell key details of a text.

1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

1.RI.5 Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

1.RI.7 Use the illustrations and details in a text to describe its key ideas.

1.RI.8 Identify the reasons an author gives to support points in a text.

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.

1.RF.1 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).

1.RF.2 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).

1.RF.3 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 one-syllable 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.

f) Read words with inflectional endings.

g)Recognize and read grade-appropriate irregularly spelled words.

1.RF.4 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 self-correct word recognition and understanding, rereading as necessary.

1.W.1 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.

1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

1.W.3 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.

1.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

1.W.8 With guidance and support from adults,recall information from experiences or gather information from provided sources to answer a question.

1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups

a) Follow agreed-upon rules for a) Follow agreed-upon rules for 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.

1.SL.2  Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

1.SL.3  Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

1.SL.4  Describe people, places, things, and  events with relevant details, expressing ideas and feelings clearly.

1.SL.5 Add drawings or other visual display to descriptions when appropriate to clarify ideas, thoughts, and feelings.

1.SL.6  Produce complete sentences when appropriate to task and situation.

1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a)  Print all upper- and lowercase letters.

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).

j) Produce and expand complete simple and compound declarative, interrogative imperative, and exclamatory sentences in response to prompts.

1.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. a.) Capitalize dates and names of people. through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

a) Capitalize dates and names of people. through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

b). Use end punctuation for sentences.

c) Use commas in dates and to separate names of people.

d) Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

1.L.4 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.

b) Use frequently occurring affixes as a clue to the meaning of a word.

c) Identify frequently occurring root words (e.g., looks, looked, looking)

1.L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a) Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

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,scowl) and adjectives differing in intensity (e.g.,large, gigantic) by defining or choosing them or by acting out the meanings)

1.L.6  Use words and phrases acquired through conversations, reading and being read to and responding to texts, including frequently occurring conjunctions to signal simple relationships (e.g.,because).

MATH

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 .

1.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.Understand and apply properties of operations and the relationship between addition and subtraction.

Understand and apply properties of operations and the relationship between addition and subtraction.

1.OA.3 Apply properties of operations as strategies to add and subtract.3 Examples: 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.)

1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

1.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., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown.

1.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.

1.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.

SCIENCE

1.E.2.1  Summarize the physical properties of Earth materials, including rocks, minerals, soils and water that make them useful in different ways.

1.E.2.2  Compare the properties of soil samples from different places relating their capacity to retain water, nourish and support the growth of certain plants.

1.L.1.1  Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.

1.L.1.2  Give examples of how the needs of different plants and  animals can be met by their environments in North Carolina or different places throughout the world.

1.L.1.3  Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid littering).

SOCIAL STUDIES

1.H.1.1Explain how and why neighborhoods and communities change over time.

1.H.1.2 Explain the importance of folklore and celebrations and their impact on local communities.

1.H.1.3 Explain why national holidays are celebrated (Constitution Day, Independence Day, Martin Luther King, Jr., Memorial Day, Presidents’ Day, etc.).

1.E.1.1 summarize the various ways in which people earn and use money for goods and services.

1.E.1.2 Identify examples of goods and services in the home, school and community.

1.E.1.3 Explain how supply and demand affects the choices families and communities make.

1.G.2.1 Explain ways people change the environment (planting trees, recycling, cutting down trees, building homes, building streets, etc.)      also 4th marking period

1.G.2.2 Explain how people use natural resources in the community.

1.G.2.3 Explain how the environment impacts where people live (urban, rural, weather, transportation, etc.).

******Shaded areas taught and assessed by mid-marking period for progress report.