Grade 1

Vocabulary Development and Word Analysis Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies and understanding textual features (e.g. sound-letter correspondence, sentence structure, context, graphics).

Reading Literature and Informational Texts - Craft and Structure Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Reading Literature and Informational Text - Comprehension, Response, and Analysis Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works, and literature from many periods.

Writing – Processes and Features Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Grammar and Usage Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Speaking and Listening: Comprehension and Collaboration Students adjust their use of spoken language to communicate effectively with a variety of audiences and for different purposes.

Know and apply grade-level phonics and word analysis skills in decoding words

Understand word relationships and phonological awareness

Determine word meanings (based on first grade reading)

Use newly learned words acquired through conversations,reading and responding to texts

Ask questions about unknown words in a text

Demonstrate understanding of the organization and basic features of print

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

Recognize common genres of texts (e.g. storybooks, bible stories, poems, fiction, non- fiction)

Understand features of a book

Classify objects and words according to use and categories

Classify words based on stated characteristics in informational texts

Identify who is speaking at various points in a text

Know and use various text features 

Use picture clues, word chunks, word patterns, structural clues and context clues to understand text

Use context to understand word and sentence meaning

Identify a purpose for reading and appreciate various forms of literature

Compare and contrast the adventures of characters in familiar stories.

Recognize basic similarities and differences between two texts on the same topic (e.g., in illustrations or descriptions)

Read to and with others

Communicate thoughts, feelings, judgments, understanding, personal experiences and attitudes, draw conclusions and make predictions after reading or listening to material of grade level text

Distinguish between various types of literary genre

Read grade appropriate text with sufficient accuracy and fluency to support comprehension

Read signs and symbols used across curriculum content areas(e.g.,maps,temperature,and charts)

Interpret written directions for grade level materials

Apply Catholic values and teachings in the evaluation of literary themes and plots.

Use the conventions of print such as the following in purposeful writing activities

Demonstrate an understanding of the organization and basic features and conventions of print

Use symbols and drawings to convey information

Write opinions in which the topic or book is introduced, state an opinion, and provide a reason for the opinion

Write informative and explanatory texts in which the topic is named, supply some facts relevant to the topic, and provide some sense of closure

Write narratives in which they include at least two or more appropriately sequenced events, use time cue words to signal event order, and provide some details and a sense of closure

Add details to strengthen writing as needed through revision. (with guidance and support from adults)

Gather information from experience or provided text sources to answer specific questions

Explore his/her voice through the use of personal, high interest vocabulary when writing

Use technology to produce writing (with guidance from adults)

Write for a specific purpose or audience

Observe conventions of grammar and usage in writing and speaking

Observe conventions of capitalization, punctuation, and spelling

Initiate and participate in conversations with peers and adults about first grade topics and texts being studied in class

Confirm understanding of information presented orally or through media by restating key elements and asking and answering questions about key details

Ask questions to get information, clarify something that is n o t understood, or to gather additional information

Produce complete sentences when appropriate to task and situation, using correct verb tenses to convey a sense of past, present, and future

Describe familiar people, places, things, and events,and withpromptingandsupport,provide additional details.

With support, speak with appropriate volume, enunciation, rate, fluency and expression

Recite short poems, scripture verses, rhymes and songs

Practice the steps to focused listening

Know the spelling-sound correspondence for common consonant digraphs (e.g., ck, wr, tr, th, sh) 

Segment spoken single-syllable words into their complete sequence of individual phonemes (e.g., lap: /l/-/a/-/p/--/ f/-/l/-/a/-/p/)

Add or subtract individual phonemes in simple, one-syllable words to make new words(e.g.,/at/-/sat/-/ mat/-/map/)

Isolate and pronounce initial, medial vowel, and final phonemes in spoken single-syllable words.(e.g.fast,fast, fast)

Decode regularly spelled one-syllable words (e.g., lock, much, see, rain, slide, bake)

Know final –e (e.g. take, side) and common vowel team conventions (e.g., rain, day, week, seat, road, show) for representing long vowels

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word

Decode two syllable words following basic patterns (e.g., rabbits) by breaking the words intosyllables 

Aurally distinguish long from short vowel sounds in spoken single-syllable words. (e.g./tap/vs./tape/, /sock/vs./soak/, /sit/vs./sightA

Orally produce single-syllable words by blending phonemes, including consonant blends (e.g./cats/, /black/blast/)

Read words with inflectional endings (e.g.,- s,- es, -ing, -er, -est)

Recognize and read grade-appropriate irregularly spelled words (e.g., said, were, could,would, their,there,through,none, both)

Read at least 100 high frequency words by sight

Associate the various families of blends with the sounds they represent (e.g., R-S-L)

Associate the sound of “Y” when it is used as a vowel with either the long /e/ or long /i/

Know the sound correspondence for hard and soft/c/and/g/

Recognize contractions and associate the two words that make up the contraction

Demonstrate understanding of spoken words, d syllables, and phonemes. 

Build real-life connections between words and their use (e.g., note a place at home that is cozy)

Distinguish shades of meaning among verbs differing in manner (e.g., look, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining, choosing, or acting out the meanings

Identify and use common homonyms and synonyms

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

Use sentence-level context as a clue to meaning of an unknown word

Use common affixes in English as a clue to the meaning of an unknown word

Define words by category and by one or more key attributes (e.g., duck is a bird that swims, a tiger is a large cat with stripes)

Demonstrate understanding of the concept of multiple-meaning words (e.g. match, kind, play) by identifying meanings of some grade- appropriate examples of such words

Use new vocabulary in discussion and daily application

Locate the parts of a book including: title page, table of contents, author, illustrator, and glossary

Identify distinguishing features of text (i.e. labels, captions, diagrams, illustrations)

Recognize that the dictionary is organized in alphabetical order

Demonstrate alphabetical order by locating words in the dictionary or glossary

Distinguish between fiction and non- fiction

Understand the difference between narrative stories and poems

Llocate the title, author and illustrator of a text and define the role of each

Use title page, table of contents, to locate information

Become familiar with guide words

Describe how objects and words are grouped into general categories (e.g., desk, chair, sofa: furniture, short vowel, long vowel...)

Describe how a text groups information into general categories (e.g., cows, pigs, and horses are farm animals)

Identify the main characters in a story

Use table of contents, captions, headings, glossary, index to locate key facts or information

Use pictures, illustrations, text and detail in a story to describe characters, events or settings

Use pictures, illustrations, text and detail in a text to describe the main idea

Sequence and retell events/parts of a story

Use context to understand word and sentence meaning after listening to or reading text

Begin to use context to understand word and sentence meaning

Determine the author’s purpose for writing

Choose age and ability appropriate material for a variety of reading purposes (“just right” books, I P.I.C.K – Daily 5)

Compare and contrast two or more versions of the same story (e.g., Cinderella stories, Gospel stories) by different authors or from different cultures. (text to text connection)

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

Discuss a book or story read aloud

Identify key words to draw conclusions 

Make predictions based on the title of the book or about what will happen next

Identify main idea, theme and supporting details

Recognize cause and effect, explain why specific effect occurred based on context

Draw a picture to depict sequence after listening to or reading a story

Compare and contrast personal knowledge and experience with events or characters within a story or text (text to self-connection)

Identify various genre (e.g., fairytales, folktales, poems, historical fiction, narratives, biography, non-fiction, Psalms, Gospels, Biblical stories - parables

Read on-level text with purpose and understanding

Read on-level text orally with accuracy, appropriate rate, and expression on successive readings

Use context to confirm or self-correct word recognition and understanding, reading as necessary

Read and follow written directions for grade level materials

Work from left to write, top to bottom.

Correct manuscript letter formation and maintain correct handwriting position.

Directionality

Spacing

Upper and lower case letters

Ending punctuation.

Mark answers (underline, draw a line across).

Use of commas, apostrophes, and question marks

Understand that print conveys meaning

Write first and last name using upper and lower case letters

Use uppercase letters in the beginning of names and sentences.

Demonstrate proper spacing between letters and words

Print all capital letters and lower case letter of the alphabet 

Demonstrate letter/sound correspondence through writing

Recognize the pronoun “I” should be capitalized

Recognize the months of the year and days of the week require capitalization

Recognize parts of a sentence (capital letter at the beginning, punctuation at the end)

Begin to write complete sentences

Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names

Distinguish among punctuation marks that can be used to end a sentence (period, question mark, exclamation point)

Write using letters, and words

Discuss ideas to include in a story

Tell a story that the teacher or other person will write

Use words to link opinions and reasons (e.g., because, and, also, therefore)

Name the topic

Write or draw information about the topic (e.g., My favorite animal is...I like this animal because it...)

Draw pictures and write sentences for a specific reason or audience

Use singular and plural nouns with matching verbs in simple sentences (e.g., He hops, we hop)

Use subject, object, and possessive pronouns in speaking and writing (e.g., I, me, my, they, them, their) 

Use verbs to convey a sense of past, present and future in writing and speaking(e.g., YesterdayI walked home;Today I walk home; Tomorrow I will walk home)

Understand and use frequently occurring prepositions in English (e.g., during, beyond, toward)

Produce and expand complete statements, exclamations and commands in response to prompts and questions. (declarative, interrogative, imperative, and exclamatory- terms not used)

Identify a sentence as having a subject and predicate

Identify the subject and predicate in a sentence 

Identify verbs, nouns and adjectives

Capitalize names, places and dates

Use end punctuation for sentences, including periods, questions marks, and exclamation points

Use commas in dates and to separate single words in a series 

Use conventional spelling for words with common spelling patterns and for common irregular words

Use phonetic spelling for untaught words, drawing on phonemic awareness and spelling conventions

Form new words through addition, deletion and substitution of sound and letters (e.g., an-man- mat-mast-must-rust-crust)

Follow agreed-upon rules for discussion such as listening to others, speaking one at a time, and gaining the floor in respectful ways 

Respond to comments of others through multiple exchanges

Ask questions to clear up confusion about a topic

Demonstrate respect for others and their opinions in discussions 

Refrain from outbursts and interruptions

Retell stories

Understand and follow up to three step spoken directions

Stop what they are doing and saying (calm themselves) 

Clear away distractions

Look toward the focal point

Be able to tell the person what was heard or ask a question of the speaker

Move into action if directions are given