Strategies to Help Students Read Medial and Ending Sounds in Words
First Grade Standards for the State of California
Form one Standards in Language Arts
READING
1.0 Give-and-take Analysis, Fluency, and Systematic Vocabulary Development
Students empathize the basic features of reading. They select letter patterns and know how to translate them into
spoken language past using phonics, syllabication, and word parts. They apply this cognition to achieve fluent oral
and silent reading.
Concepts About Print
ane.1 Match oral words to printed words.
1.2 Identify the championship and author of a reading selection.
1.3 Identify letters, words, and sentences.
Phonemic Awareness
ane.4 Distinguish initial, medial, and final sounds in unmarried-syllable words.
ane.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).
1.6 Create and state a serial of rhyming words, including consonant blends.
1.seven Add, delete, or modify target sounds to change words (e.g., alter moo-cow to how; pan to an).
ane.eight Blend two to 4 phonemes into recognizable words (e.yard., /c/a/t/ = cat; /f/l/a/t/ = flat).
1.9 Segment unmarried syllable words into their components (eastward.g., /c/a/t/ = cat; /southward/p/l/a/t/ =splat; /r/i/ch/ = rich).
Decoding and Word Recognition
1.x Generate the sounds from all the letters and letter patterns, including consonant blends and long- and
short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.
ane.11 Read mutual, irregular sight words (e.g., the, have, said, come up, give, of).
1.12 Employ knowledge of vowel digraphs and r-controlled letter of the alphabet-sound associations to read words.
1.13 Read compound words and contractions.
i.xiv Read inflectional forms (e.chiliad., -s, -ed, -ing) and root words (e.m., look, looked, looking).
ane.xv Read common discussion families (e.g., -ite, -ate).
1.xvi Read aloud with fluency in a manner that sounds like natural oral communication.
Vocabulary and Concept Development
i.17 Classify grade-appropriate categories of words (eastward.thousand., concrete collections of animals, foods, toys).
two.0 Reading Comprehension
Students read and understand grade-level-appropriate fabric. They draw upon a diverseness of comprehension strategies every bit needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).
The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In add-on to their regular schoolhouse reading, past grade iv, students read one-half million words annually, including a expert representation of form-level-appropriate narrative and expository text (east.g., archetype and contemporary literature, magazines, newspapers, online information). In class one, students begin to make progress toward this goal.
Structural Features of Advisory Materials
2.1 Identify text that uses sequence or other logical social club. Comprehension and Assay of Grade-Level-Appropriate
Text
2.2 Respond to who, what, when, where, and how questions.
2.3 Follow one-step written instructions.
2.4 Use context to resolve ambiguities nigh word and sentence meanings.
two.5 Confirm predictions near what will happen adjacent in a text by identifying fundamental words (i.e., signpost words).
2.vi Relate prior knowledge to textual information.
two.7 Retell the fundamental ideas of simple expository or narrative passages.
3.0 Literary Response and Analysis
Students read and respond to a wide variety of meaning works of children's literature. They distinguish betwixt the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).
The selections in Recommended Readings in Literature, Kindergarten Through Class Eight illustrate the quality and complication of the materials to exist read by students.
Narrative Analysis of Grade-Level-Advisable Text
3.1 Place and describe the elements of plot, setting, and character(southward) in a story, every bit well equally the story's offset,
centre, and ending.
3.two Describe the roles of authors and illustrators and their contributions to print materials.
3.3 Recollect, talk, and write nearly books read during the schoolhouse year.
WRITING
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a fundamental idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organisation and Focus
1.1 Select a focus when writing.
1.2 Use descriptive words when writing.
Penmanship
ane.3 Impress legibly and space letters, words, and sentences appropriately.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that depict and explain familiar objects, events, and experiences. Student writing demonstrates a control of standard American English and the drafting, enquiry, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade one outlined in Writing Standard 1.0, students:
2.1 Write brief narratives (e.g., fictional, autobiographical) describing an feel.
2.2 Write cursory expository descriptions of a real object, person, identify, or event, using sensorydetails.
WRITTEN AND ORAL English Linguistic communication CONVENTIONS
The standards for written and oral English language language conventions have been placed between those for writing and for listening and speaking considering these conventions are essential to both sets of skills.
1.0 Written and Oral English language Language Conventions
Students write and speak with a control of standard English conventions appropriate to this grade level.
Judgement Structure
one.1 Write and speak in complete, coherent sentences.
Grammar
1.ii Identify and correctly use atypical and plural nouns.
1.3 Place and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive pronouns
(e.g., my/mine, his/her, hers, your/south) in writing and speaking.
Punctuation
i.4 Distinguish between declarative, exclamatory, and interrogative sentences.
1.v Use a period, exclamation indicate, or question marker at the terminate of sentences.
1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.
Capitalization
1.seven Capitalize the first word of a sentence, names of people, and the pronoun I.
Spelling
ane.8 Spell three- and four-letter curt-vowel words and grade-level-appropriate sight words correctly.
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral advice. They speak in a manner that guides the listener to sympathise of import ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1 Heed attentively.
1.two Ask questions for clarification and agreement.
1.iii Give, restate, and follow simple two-stride directions.
Organization and Delivery of Oral Communication
i.4 Stay on the topic when speaking.
1.5 Use descriptive words when speaking about people, places, things, and events.
2.0 Speaking Applications (Genres and Their Characteristics)
Students evangelize brief recitations and oral presentations near familiar experiences or interests that are organized
around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade 1 outlined in Listening and Speaking Standard 1.0, students:
2.1 Recite poems, rhymes, songs, and stories.
2.two Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.
2.3 Relate an important life outcome or personal experience in a elementary sequence.
2.iv Provide descriptions with careful attention to sensory detail.
Grade One Standards in Math
NUMBER SENSE
1.0 Students understand and utilise numbers upwards to 100.
i.1 Count, read, and write whole numbers to 100.
1.ii Compare and club whole numbers to 100 by using the symbols for less than, equal to, or greater than
(<, =, >).
1.iii Represent equivalent forms of the same number through the use of physical models, diagrams, and number
expressions (to 20) (due east.g., 8 may be represented as 4 + 4, 5 + 3, two + 2 + two + two, ten - 2, 11 - 3).
ane.4 Count and group object in ones and tens (east.g., 3 groups of 10 and four equals 34, or 30 + four).
i.five Identify and know the value of coins and show different combinations of coins that equal the aforementioned value.
2.0 Students demonstrate the meaning of add-on and subtraction and use these operations to solve problems:
2.1 Know the addition facts (sums to twenty) and the respective subtraction facts and commit them to memory.
2.ii Utilize the inverse relationship between addition and subtraction to solve problems.
ii.iii Identify i more than, 1 less than, 10 more than, and x less than a given number.
2.4 Count past 2s, 5s, and 10s to 100.
two.v Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding
the divergence).
2.6 Solve addition and subtraction issues with one- and 2-digit numbers (east.yard., five� +� 58 = __).
2.7 Find the sum of three one-digit numbers.
3.0 Students use interpretation strategies in ciphering and trouble solving that
involve numbers that use the ones, tens, and hundreds places:
3.one Make reasonable estimates when comparing larger or smaller numbers.
ALGEBRA AND FUNCTIONS
ane.0 Students use number sentences with operational symbols and expressions to
solve problems:
1.1 Write and solve number sentences from problem situations that express relation-ships involving addition and
subtraction.
1.ii Empathise the pregnant of the symbols +, -, =.
ane.3 Create trouble situations that might atomic number 82 to given number sentences involving addition and
subtraction.
MEASUREMENT AND GEOMETRY
ane.0 Students utilize direct comparison and nonstandard units to describe the measurements of
objects:
ane.1 Compare the length, weight, and volume of two or more objects by using straight comparison or a nonstandard
unit.
one.2 Tell time to the nearest half hr and relate fourth dimension to events (east.g., before/afterward, shorter/longer).
2.0 Students identify common geometric figures, classify them by common attributes, and
describe their relative position or their location in space:
two.1 Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-
dimensionalobjects.
2.ii Classify familiar aeroplane and solid objects past common attributes, such as color, position, shape, size, roundness,
or number of corners, and explain which attributes are being used for classification.
two.3 Give and follow directions near location.
2.iv Arrange and depict objects in infinite by proximity, position, and direction (due east.g., virtually, far, below, to a higher place, upward,
downwardly, behind, in front of, next to, left or right of).
STATISTICS, DATA Assay AND PROBABILITY
ane.0 Students organize, represent, and compare data by category on simple graphs and charts:
1.1 Sort objects and data past common attributes and describe the categories.
1.2 Represent and compare information (eastward.k., largest, smallest, nearly oft, to the lowest degree oftentimes) by using pictures, bar graphs,
tally charts, and picture graphs.
2.0 Students sort objects and create and draw patterns by numbers, shapes, sizes,
rhythms, or colors:
2.1 Describe, extend, and explain means to get to a next element in simple repeating patterns (east.grand., rhythmic,
numeric, colour, and shape).
MATHEMATICAL REASONING
i.0 Students make decisions almost how to fix up a trouble:
1.1 Decide the approach, materials, and strategies to exist used.
1.2 Apply tools, such equally manipulatives or sketches, to model bug.
2.0 Students solve problems and justify their reasoning:
2.1 Explain the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results from the context of the trouble.
three.0 Students annotation connections between one problem and another
Grade 1 Social Studies Standards
A Child's Identify in Time and Space
Students in form ane go on a more detailed handling of the broad concepts of rights and responsibilities in the contemporary world. The classroom serves as a micro-cosm of guild in which decisions are made with respect for individual responsibleness, for other people, and for the rules by which we all must live: fair play, good sportsmanship, and respect for the rights and opinions of others. Students examine the geographic and economic aspects of life in their own neighborhoods and compare them to those of people long ago. Students explore the varied backgrounds of American citizens and acquire almost the symbols, icons, and songs that reverberate our mutual heritage.
1.1 Students describe the rights and individual responsibilities of citizenship.
1. Empathise the rule-making process in a straight commonwealth (everyone votes on the rules) and in a representative
democracy (an elected grouping of people make the rules), giving examples of both systems in their classroom,
schoolhouse, and customs.
ii. Understand the elements of fair play and practiced sportsmanship, respect for the rights and opinions of others, and
respect for rules by which we alive, including the meaning of the "Golden Dominion."
one.ii Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
1. Locate on maps and globes their local community, California, the United States, the seven continents, and the
five oceans.
2. Compare the information that can be derived from a iii-dimensional model to the information that tin can be
derived from a flick of the aforementioned location.
3. Construct a uncomplicated map, using central directions and map symbols.
4. Describe how location, atmospheric condition, and physical surroundings bear on the manner people live, including the effects on
their food, wearable, shelter, transportation, and recreation.
1.3 Students know and understand the symbols, icons, and traditions of the United States that
provide continuity and a sense of community across time
1. Recite the Pledge of Fidelity and sing songs that limited American ethics (e.one thousand., "My Country 'Tis of Thee").
2. Understand the significance of our national holidays and the heroism and achievements of the people associated
with them.
three. Identify American symbols, landmarks, and essential documents, such every bit the flag, bald hawkeye, Statue of Liberty,
U.Due south. Constitution, and Proclamation of Independence, and know the people and events associated with them.
one.4 Students compare and contrast everyday life in different times and places effectually the
world and recog-nize that some aspects of people, places, and things change over time
while others stay the same.
1. Examine the structure of schools and communities in the past.
two. Report transportation methods of before days.
3. Recognize similarities and differences of earlier generations in such areas every bit work (inside and exterior the home),
clothes, manners, stories, games, and festivals, drawing from biographies, oral histories, and sociology.
ane.5 Students describe the man characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.
1. Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions
despite their varied beginnings; the forms of diversity in their schoolhouse and community; and the benefits and challenges
of a diverse population.
ii. Understand the ways in which American Indians and immigrants have helped ascertain Californian and American
culture.
3. Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, cartoon from
folklore.
one. 6 Students understand basic economical concepts and the function of private selection in a free-market economy.
1. Understand the concept of commutation and the use of money to purchase goods and services.
2. Place the specialized work that people practise to manufacture, ship, and market place goods and services and the
contributions of those who work in the home.
Grade One Standards for Science
Physical Sciences
1. Materials come in different forms (states), including solids, liquids, and gases.
As a basis for agreement this concept:
a. Students know solids, liquids, and gases have different properties.
b. Students know the backdrop of substances can change when the substances are mixed, cooled, or heated.
Life Sciences
2. Plants and animals see their needs in different ways.
Every bit a basis for understanding this concept:
a. Students know different plants and animals inhabit different kinds of environments and take external features
that help them thrive in different kinds of places.
b. Students know both plants and animals demand water, animals need food, and plants need light.
c. Students know animals eat plants or other animals
for food and may also use plants or even other animals for shelter and nesting.
d. Students know how to infer what animals eat from the shapes of their teeth (eastward.g., sharp teeth: eats meat; flat
teeth: eats plants).
e. Students know roots are asso-
ciated with the intake of water and soil nutrients and greenish leaves are associated with making food from sunlight.
Earth Sciences
3. Weather can be observed, measured, and described.
As a basis for understanding this concept:
a. Students know how to employ simple tools (e.g., thermometer, wind vane) to measure weather conditions and
record changes from twenty-four hours to day and beyond the seasons.
b. Students know that the weather changes from 24-hour interval to twenty-four hours but that trends in temperature or of pelting
(or snow) tend to be predictable during a season.
c. Students know the sun warms the land, air, and water. Investigation and Experimentation
4. Scientific progress is fabricated by request meaningful questions and conducting careful investigations.
Equally a basis for agreement this concept and addressing the content in the other three strands, students should
develop their own questions and perform investigations. Students will:
a. Draw pictures that portray some features of the affair existence described.
b. Record observations and data with pictures, numbers, or written statements.
c. Tape observations on a bar graph.
d. Describe the relative position of objects by using two references (e.g., above and next to, beneath and left of).
e. Make new observations when discrepancies exist between 2 descriptions of the same object or
miracle
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