Essential Standards Chart:  What is it we expect students to learn?  

Grade:

 1st

Subject:  

Phonics/

Language Arts

Semester:

Team

Members:  

Sara Armbrust

Joan Keepers

Laura Sawyer

Wendy Morrey

Standard Description

Example Rigor

Prerequisite Skills

Common

Assessment

When Taught?

Extension Standards

What is the essential standard to be learned?  Describe in student-friendly vocabulary.

What does proficient student work look like?  Provide an example and/or description.

What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard?

What assessment(s) will be used to measure student mastery?

When will this standard

be taught?

What will we do when students have learned the essential standard(s)?

RF.1.2 Demonstrate understanding of spoken words, symbols, and sounds (phonemes)

Student Friendly: I can understand words, symbols, and sounds that are spoken to me.

Students will be able to orally segment sounds in words.

Students will be able to identify the letter names and sounds.

DIBELS phoneme segmentation

First month of first grade, reviewed all year

Teach and apply grade level phonics

RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words.

Student Friendly: I can decode and read first grade words.

Students will be able to read words with phonetic skills already taught fluently and accurately

See First Grade Reading Horizons/Phonics Year at a Glance document

R.F.1.2 Letter Sounds

Core Phonics Survey (3x per year)

  1. BOY
  2. January (MOY)
  3. EOY

Progress Monitoring/DIBELS

All Year

Teach next phonetic skill

Adjust power hour groups

RF.1.4 Read with sufficient accuracy and fluency at their independent level.

Student Friendly: I can read fluently and with accuracy

Students will be able to read grade-level text orally with accuracy, appropriate rate, and expression

First Grade sight word vocabulary, word analysis, and decoding skills

DIBELS ORF and Sight word mastery assessment

All Year

Practice reading with expression and comprehension

Essential Standards Chart:  What is it we expect students to learn?

Grade:

 1st

Subject:  

Math

Semester:

Team

Members:  

Sara Armbrust

Joan Keepers

Laura Sawyer

Wendy Morrey

Standard Description

Example Rigor

Prerequisite Skills

Common

Assessment

When Taught?

Extension Standards

What is the essential standard to be learned?  Describe in student-friendly vocabulary.

What does proficient student work look like?  Provide an example and/or description.

What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard?

What assessment(s) will be used to measure student mastery?

When will this standard

be taught?

What will we do when students have learned the essential standard(s)?

1.OA.1 Use addition and subtraction word problems involving situations of adding to, taking from, putting together, taking apart

Student Friendly: I can find the unknown number in a model bar drawing

Students will understand part-part-whole number relationships with numbers up to 10

K.CC.4 Understand the relationship between numbers and quantities

Model Bar test

Sept.-Oct.

1.OA.6 I can add and subtract within 20

1.OA.6 I can add and subtract within 20

What is the Sum? 9+2=___  7+6= __

What is the difference?

10-8=__   16-2= __

I understand key words: add, subtract, take apart, take away, join, sum and difference.

I can use strategies to add and subtract

Go Math Chapters 1-5

Benchmark 1,2,3

Dec.-Jan.

I can apply knowledge of addition and subtraction to problem solving in story problems with understanding of part-part-whole relationships using the model bar.

1.OA.6   I can use relationships between addition and subtraction to solve related facts

Which addition fact helps you to solve 14-6=___

  1. 6+6=12
  2. 7+8=15
  3. 6+8=14

8+8=16

I can understand the commutative property of addition

Chapter 5

Benchmark 3

Jan. – Feb.

I can use commutative rule to check my answer on subtraction problems

1.NBT.2  I can demonstrate that 2-digit numbers are made up of tens and ones

How many tens and ones make this number?  19

  1. 1 ten 8 ones
  2. 1 ten 9 ones
  3. 8 tens 1 one

9 tens 1 one

I can read and write numbers to 100

I can understand 5 tens mean 50

Chapter 6

Feb. – Mar.

I can compare 2-digit numbers.  I can add 2-digit numbers.

Essential Standards Chart:  What is it we expect students to learn?  

Grade:

 1st

Subject:  

LA/

Writing

Semester:

Team

Members:  

Sara Armbrust

Joan Keepers

Laura Sawyer

Wendy Morrey

Standard Description

Example Rigor

Prerequisite Skills

Common

Assessment

When Taught?

Extension Standards

What is the essential standard to be learned?  Describe in student-friendly vocabulary.

What does proficient student work look like?  Provide an example and/or description.

What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard?

What assessment(s) will be used to measure student mastery?

When will this standard

be taught?

What will we do when students have learned the essential standard(s)?

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Student Friendly: I can write a 4 star sentence

Students will be able to write a 4 star sentence:

  1. Use correct capital letters
  2. Use end punctuation mark
  3. Space between words
  4. Sentence makes sense  

Print all upper and lower-case letters

The students will write a 4 star sentence when dictated to with 75% accuracy

All year

Students will write three related sentences using connecting words

W.1.5 With guidance and support from adults, focus on a topic, respond to questions, and add details to writing as needed

Student Friendly: I can write three sentences that go together

Students will write three related sentences using connecting words

Students will be able to write a 4 star sentence:

  1. Use correct capital letters
  2. Use end punctuation mark
  3. Space between words
  4. Sentence makes sense  

The students will write related sentences using connecting words

All year

Students will write two facts derived from an informational text

W.1.2 Write informative text that supplies facts about the topic

Student Friendly: I can write two sentences that go together about the same topic

Students will write two facts derived from an informational text

Students will be able to write a 4 star sentence:

  1. Use correct capital letters
  2. Use end punctuation mark
  3. Space between words
  4. Sentence makes sense  

Students will have a knowledge of what a fact is.

Students will write two facts derived from an informational text

January-May

W.1.7 Students will participate in shared research and writing projects

Essential Standards Chart:  What is it we expect students to learn?

Grade:

 1st

Subject:  

LA/

Comprehension

Semester:

Team

Members:  

Sara Armbrust

Joan Keepers

Laura Sawyer

Wendy Morrey

Standard Description

Example Rigor

Prerequisite Skills

Common

Assessment

When Taught?

Extension Standards

What is the essential standard to be learned?  Describe in student-friendly vocabulary.

What does proficient student work look like?  Provide an example and/or description.

What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard?

What assessment(s) will be used to measure student mastery?

When will this standard

be taught?

What will we do when students have learned the essential standard(s)?

RL.1.1 Ask and answer questions about key details in a text.

Student Friendly: I can ask and answer questions about important details in a text

Students will be able to answer who, what, where, and when questions about a story.  

Listening skills, understanding of question words

Teacher created assessment, multiple choice, about who/where/what/when

All Year (ongoing)

RL.1.3 Describe characters, settings, and major events in a story, using key details

RL.1.3 Identify characters, settings, and major events in a story, using key details

Student Friendly: I can use important details to describe the characters, settings

Students will be able to complete a tree map, identifying character, setting, three key events

Students will be able to answer who, what, where, and when questions about a story

Thinking map (tree map)

All Year

Scaffold from teacher-guided to independent thinking

RI.1.1 Ask and answer questions about key details in a text

Student Friendly: I can ask and answer questions about important details in a text

Students will be able to answer what, why, how, etc.

Listening skills, understanding of question words (I wonder questions)

Teacher created assessment, multiple choice, about why, what, how, etc.

All Year (ongoing)

RI.1.2 Identify the main topic and retell key details of a text

RI.1.2 Identify the main topic and retell key details of a text

Student Friendly: I can use important details to identify the main idea in a text

Students will be able to read first grade information text and be able to use a tree map identifying the main topic and details.

1. What is the topic?

2. What are the details?

Vocabulary:  informational text, topic, details

Thinking map (tree map)

Topic + 3 details

All Year

Given simple informational text students will identify the topic and details on a tree map with teacher support.

Buffum/Mattos/Weber, 2011