1st Grade Essential Standards
- Language Arts: Foundational Skills
- Language Arts: Reading Literature
- Language Arts: Reading Informational
- Language Arts: Writing
- Math: Operations and Algebraic Thinking
- Math: Number and Operations in Base Ten
- Math: Measurement and Data
RF.1.1 Demonstrate understanding of the organization and basic features of print.
- RF.1.1A Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- RF.1.2.A Distinguish long from short vowel sounds in spoken single-syllable words.
- RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
- RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
- RF.1.2.D Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
- RF.1.3.A Know the spelling-sound correspondences for common consonant digraphs.
- RF.1.3.B Decode regularly spelled one-syllable words.
- RF.1.3.C Know final -e and common vowel team conventions for representing long vowel sounds.
- RF.1.3.D Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
- RF.1.3.E Decode two-syllable words following basic patterns by breaking the words into syllables.
- RF.1.3.F Read words with inflectional endings.
- RF.1.3.G Recognize and read grade-appropriate irregularly spelled words.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
- RF.1.4.A Read grade-level text with purpose and understanding.
- RF.1.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- RF.1.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.5 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.
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
W.1.1 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.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.3 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.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
1.OA.A.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.B.3 Apply properties of operations as strategies to add and subtract.2 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.B.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.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.C.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.D.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.A.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.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- 1.NBT.B.2A 10 can be thought of as a bundle of ten ones - called a “ten”.
- 1.NBT.B.2B The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.B.2C 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.B.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.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning
1.MD.A.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.
2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.
1.MD.C.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.
Kagan cooperative learning structures are one way in which high student engagement is supported throughout the district.