First Grade Curriculum

Decoding Proficiency Scale:

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Priority Standards:

1.RF.3.B Decode regularly spelled one-syllable words.

1.RF.3.C Know finial -e and common vowel team conventions for representing long vowel sounds.

1.RF.3.D Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

1.RF.3.E Decode two-syllable words following basic patterns by breaking the words into syllables.

1.RF.3.F Read words with inflectional endings.

1.RF.3.G Recognize and read grade-appropriate irregularly spelled words

Phonological Awareness Proficiency Scales:

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Prioritized Standards:

1.RF.2.A Distinguish long form short vowel sounds in spoken single-syllable words.

1.RF.2.B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

1.RF.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

1.RF.2.D Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Analyzing Main Ideas Proficiency Scales:

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Prioritized Standards:

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

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

Analyzing Words Proficiency Scales:

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Prioritized Standards:

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

1.L.4.A Use sentence-level context as a clue to the meaning of a word or phrase

Analyzing Language Proficiency Scales:

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Prioritized Standards:

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

Generating Sentences Proficiency Scales:

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Prioritized Standards:

1.RF.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

*1.SL.6 Produce complete sentences when appropriate to task and situation (see grade 1 Language standards 1 and 3 on page 26 for specific expectations)

Generating Text Organization and Structure Proficiency Scales:

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Prioritized Standards:

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

1.W.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

Generating Claims, Evidence, and Reasoning Proficiency Scales:

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Prioritized Standards:

1.W.1 Write multiple 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

Sources and Research Proficiency Scales:

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Prioritized Standards:

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

Generating Narratives Proficiency Scales:

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Prioritized Standards:

1.W.3 Write multiple 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

Spelling Proficiency Scales:

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Prioritized Standards:

1.L.2.D Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words (e.g. have, does)

1.L.2.E Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions

MSU.1.S.1 Spell basic r-controlled patterns (e.g., spelling words such as her, burn, and arm)

MSU.1.S.2 Spell basic consonant-blend patterns (e.g., spelling and pronouncing words such as front, trip, crow, and sleep)

MSU.1.S.3 Spell basic long-vowel patterns (e.g., spelling and pronouncing words such as apron, ape, beach, tide, phone)

MSU.1.S.4 Spell basic short-vowel patterns (e.g., spelling and pronouncing words such as smack, hem, pick, hop, and cup)

Parts of Speech Proficiency Scales:

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Prioritized Standards:

1.L.1.A Print all upper- and lowercase letters

1.L.1.B Use common, proper, and possessive nouns (e.g. car, Vermont, his)

1.L.1.C Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop)

1.L.1.D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything)

1.L.1.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)

MSU.1.LM.2 Using basic capitalization, including first word in a sentence, proper names, and the pronoun I (e.g., capitalizing names of people, such as Jane, Jim)

MSU.1.LC.1 Using regular and irregular verbs (e.g., constructing sentences that use regular and irregular verbs)

MSU.1.LC.2 Using basic pronouns (e.g., using I, you, he, and they in sentences)

MSU.1.LC.5 Naming and identifying the basic parts of a simple sentence (e.g., identifying the subject and predicate)

Editing Proficiency Scales:

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Prioritized Standards:

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

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

Teacher Version Proficiency Scale

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Prioritized Standards:

*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. (PLUS the 3 sub-standards)

*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 <

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Prioritized Standards:

*1.OA.A.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.

*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).

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Prioritized Standards:

*1.OA.B.4 Understand subtraction as an unknown-addend problem.

*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).

Teacher Version Proficiency Scale

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Prioritized Standards:

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.A.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.

*1.OA.B.3 Apply properties of operations as strategies to add and subtract. 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.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.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?.

Teacher Version Proficiency Scale

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Prioritized Standards:

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

*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.

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Prioritized Standards:

*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

Teacher Version Proficiency Scale

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Prioritized Standards:

1.G.A.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.

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Prioritized Standards:

1.G.A.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.