Language Arts Hobbs Municipal Schools 1st Grade Strand: Reading and Listening for Comprehension Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard, and viewed. K-4 Benchmark I-A: Listen to, read, react to, and retell information NM 1st Grade Performance Standards 1. Listen to and retell short stories. Core Knowledge 2. Recognize repetition and predict repeated phrases. Participate in age appropriate activities involving listening and speaking. Speak clearly with volume appropriate to the setting. 3. Respond and elaborate in answering Who, What, When, Use agreed-upon rules for group discussions, i.e., look at and listen to the speaker, raise hand to speak, take turns, Where, and How questions. say “excuse me” or “please,” etc. 4. Discuss and explain response to How, Why, and What If Ask questions to clarify conversations, directions, exercises, and/or classroom routines. Carry on and participate in a conversation over at least six turns, staying on topic, initiating comments or questions in sharing narrative and expository texts. responding to a partner’s comments, with either an adult or another child of the same age. 5. Self-monitor comprehension by using questions, retelling, Identify and express physical sensations, mental states, and emotions of self and others. and summarizing. Understand and use language to express spatial and temporal relationships (up, down, first, last, before, after, etc.). Understand and use narrative language to describe people, places, things, locations, events, actions. 6. Follow simple written and oral instructions. Follow multi-step, oral directions. 7. Increase vocabulary through reading, listening, and Give simple directions. interacting. Provide simple explanations Listen to and understand a variety of texts read aloud, including fictional stories, fairy tales, fables, historical narratives, drama, informational text, and poems. Distinguish the following genres of literature: fiction, nonfiction and drama. Retell or dramatize a story, using narrative language to describe characters, setting(s), and a beginning, a middle and an end to events of the story in proper sequence. Compare and contrast characters from different stories. Change some story events and provide a different story ending. Create and tell an original story, using narrative language to describe characters, setting(s), and a beginning, a middle and an end to events of the story in proper sequence. Distinguish fantasy from realistic text in a story. Identify the moral or lesson of a fable, folktale, or myth. Core Knowledge: Fiction The Boy at the Dike (folktale from Holland) The Frog Prince Hansel and Gretel Selections from The House at Pooh Corner (A.A. Milne) How Anansi Got Stories from the Sky God (folktale form West Africa) It Could Always Be Worse (Yiddish Folktale) Jack and the Beanstalk The Knee-High Man (African-American folktale) Medio Pollito (Hispanic folktale) The Pied Piper of Hamelin Pinocchio The Princess and the Pea Puss–in–Boots Rapunzel Rumpelstiltskin Sleeping Beauty The Tale of Peter Rabbit (Beatrix Potter) Tales of Br’er Rabbit Why the Owl Has Big Eyes (Native American legend) 1st Grade Language Arts July 7, 2009 Page # 1 K-4 Benchmark I-B: Locate and use a variety of resources to acquire information across the curriculum
1. NM 1st Grade Performance Standards 1. Demonstrate familiarity with a variety of resources (e.g., 2. Core Knowledge story books, short chapter books, poems, newspapers, 3. Understand and use common sayings and phrases such as “Hit the nail on the head” and “Let the cat out of the bag”. compact discs,software, telephone books, everyday print, 4. Recite a nursery rhyme, poem or song independently, using appropriate eye contact, volume and clear skits, and short plays). enunciation. 5. Give oral presentations about personal experiences, topics of interest, and/or stories, using appropriate eye contact, volume and clear enunciation. 6. Core Knowledge: Poetry 7. Hope (Langston Hughes) 8. I Know All the Sounds the Animals Make (Jack Prelutsky) 9. My Shadow (Robert Louis Stevenson) 10. The Owl and the Pussycat (Edward Lear) 11. The Pasture (Robert Frost) 12. The Purple Cow (Gelett Burgess) 13. Rope Rhyme (Eloise Greenfield) 14. Sing a Song of People (Lois Lenski) 15. Solomon Grundy (traditional) 16. The Swing (Robert Louis Stevenson) 17. Table Manners (The Goops) (Gelett Burgess) 18. Thanksgiving Day (“Over the river and through the wood) (Lydia Maria Child) 19. Washington (Nancy Byrd Turner) 20. Wynken, Blynken, and Nod (Eugene Field) K-4 Benchmark I-C: Demonstrate critical thinking skills to comprehend written, spoken, and visual information NM 1st Grade Performance Standards 1. Associate target words with prior knowledge and explore an Core Knowledge author’s choice of words. Core Knowledge: Sayings and Phrases 2. Predict and explain what will happen next in a story. A.M. and P.M. 3. Demonstrate familiarity with a variety of texts (e.g., story An apple a day keeps the doctor away. books, short chapter books, poems, newspapers, telephone Do unto others as you would have them do unto you. books, everyday print, skits and short plays). Fish out of water Hit the nail on the head. 4. Describe differences and similarities between different stories If at first you don’t succeed, try, try again. (i.e., characters, plot, setting). Land of Nod Let the cat out of the bag. The more the merrier. Never leave till tomorrow what you can do today. Practice makes perfect. Sour grapes There’s no place like home. Wolf in sheep’s clothing
K-4 Benchmark I-D: Acquire reading strategies which include phonemic awareness, phonics, fluency, vocabulary and comprehension.
1st Grade Language Arts July 7, 2009 Page # 2 NM 1st Grade Performance Standards 1. Develop phonemic awareness and knowledge of alphabetic Core Knowledge principles by: Demonstrate understanding that words are made up of sequences of sounds. a. blending the phonemes of one-syllable words, Demonstrate understanding that vowel sounds are produced with the mouth open and airflow unobstructed, whereas consonant sounds involve closing parts of the mouth and blocking the air flow. b. segmenting the phonemes of one-syllable words that Given a pair of spoken words, select the one that is longer (i.e., contains more phonemes). contain a minimum of three and four phonemes, and In riddle games, supply words that begin with a target phoneme. c. changing the beginning, middle and ending sounds to Indicate whether a target phoneme is or is not present in the initial/medial/final position of a spoken produce new words. word, e.g., hear /m/ at the beginning of mat and /g/ at the end of bag. Listen to one-syllable words and tell the beginning or ending sounds, e.g., given dog, identify initial /d/ 2. Demonstrate decoding and word recognition strategies and or final /g/. skills by: Recognize the same phoneme in different spoken words, e.g., /b/ in ball, bug, and big. a. using phonics knowledge and sound-letter relationships Identify whether pairs of phonemes are the same or different, including pairs that differ only in to decode regular one-syllable words, voicing, e.g., /b/ and /p/. b. recognizing high-frequency and common irregularly Orally blend two to three sounds to form a word, e.g., given the sounds /k/… /a/…/t/, blend to make cat. spelled words in text (e.g., whole, two, where, said, Segment a spoken word into phonemes, e.g., given bat, produce the segments/b//a//t/. have), Given a spoken word, produce another word that rhymes, e.g., given hit, supply bit or mitt. c. identifying upper and lower case letters from a random Identify the number of syllables in a spoken word. arrangement, and Demonstrate understanding that a systematic, predictable relationship exists between written letters (graphemes) and spoken sounds (phonemes). d. producing verbally the individual sound of each letter or Blend individual phonemes to pronounce printed words. the whole word when presented with c-v and c-v-c Understand that sometimes two or more printed letters stand for a single sound. combinations. Read one to two syllable words containing any of the grapheme-phoneme correspondences listed 3. Read aloud grade-level text with fluency and comprehension below. by reading orally with fluency and accuracy (when presented Read and write words with inflectional endings, i.e., -s, -ed, -ing, -er, -est. Read, understand, and write contractions, i.e., isn’t, I’m, can’t, etc. with a grade-level passage of connected text). Sort and classify words according to the spelling used to represent a specific phoneme. 4. Use pronunciation, sentence meaning, story meaning and Read tricky spellings that can be sounded two ways, e.g., the letter ‘s’ sounded /s/ as in cats and /z/ as syntax to confirm accurate decoding or to self-correct errors. in dogs. 5. Increase vocabulary through reading, listening and Read and spell chains of one-syllable words in which one sound is added, substituted, or omitted, i.e., read at > cat > bat > bad > bid. interacting. Read at least 30 words generally identified as high frequency words. Form letters, words, phrases and sentences to communicate thoughts and ideas. Apply basic spelling conventions. Use basic capitalization and punctuation in sentences to convey meaning. Print from memory the 26 letters of the alphabet accurately in both their upper-case and lower-case forms. Write on primary lined paper from left to right, staying within the lines and leaving spaces between words, and from top to bottom, using return sweep. Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge, e.g., write ate for eight, boi for boy, fone for phone. Write words, phrases, and sentences from dictation, applying phonics knowledge. Identify and use synonyms and antonyms.
1st Grade Language Arts July 7, 2009 Page # 3 Strand: Writing and Speaking for Expression Content Standard II: Students will communicate effectively through speaking and writing. K-4 Benchmark II-A: Demonstrate competence in speaking to convey information NM 1st Grade Performance Standards 1. Read aloud grade-level text with fluency and comprehension. Core Knowledge 2. Engage in discussions resulting in written products. Understand and use words and phrases heard in read-alouds. 3. Select and use new vocabulary and language structures (e.g., Compare and contrast similarities and differences within a single read-aloud or between two or more read-alouds. retelling, using exclamatory phrases to express emotional Make personal connections to events or experiences in a read-aloud and/or make connections among response to events or ideas). several read-alouds. Generate questions and seek information from multiple sources to answer questions. Answer questions about the details of a nonfiction text, indicating which part of the text provided the information needed to answer specific questions. With assistance, categorize and organize facts and information within a given topic. With assistance, create and interpret timelines and lifelines related to read-alouds. Distinguish read-alouds that describe events that happened long ago from those that describe contemporary or current events. Read decodable stories that incorporate the specific code knowledge that has been taught. Demonstrate increased accuracy, fluency, and expression on successive reading of adecodable text (50 wpm by the end of the year). Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary. Demonstrate understanding of and use commas and end punctuation while reading orally. Read aloud, alone, or with a partner at least 15 minutes each day. Prior to reading, identify what they know and have learned that may be related to the specific story or topic to be read. Use pictures accompanying the written text to check and support understanding. Make predictions prior to and while reading, based on the title, pictures, and/or text read thus far and then compare the actual outcomes to predictions. Answer questions that require making interpretations, judgments, or giving opinions about what is read independently, including answering “why” questions that require recognizing cause/effect relationships. Identify who is telling a story or providing information in a text. Identify temporal words that link and sequence events, i.e., first, next, then, etc. Identify words that link ideas, i.e., for example, also, in addition.
1st Grade Language Arts July 7, 2009 Page # 4 K-4 Benchmarks II-B: Apply grammatical and language conventions to communicate NM 1st Grade Performance Standards 1. Confirm predictions about what will happen next in a text by Core Knowledge identifying key words. Describe illustrations. 2. Use context to resolve ambiguities about word and sentence Sequence four to six pictures illustrating events in a read-aloud. Answer questions requiring literal recall and understanding of the details and/or facts of a read- meaning. aloud, i.e., who, what, where, when, etc. 3. Relate prior knowledge to textual information. Retell key details. 4. Use phonetic knowledge and basic patterns to spell correctly Ask questions to clarify information in a read-aloud. three- and four-letter words. Use narrative language to describe people, places, things, locations, events, actions, a scene or facts in a read-aloud. 5. Apply phonics to write independently, using emergent and/or Prior to listening to a read-aloud, identify what they know and have learned that may be related to conventional spelling. the specific story or topic to be read aloud. 6. Write all upper and lower case letters of the alphabet using Use pictures accompanying the read-aloud to check and support understanding of the read-aloud. correct letter formation. Make predictions prior to and during a read-aloud, based on the title, pictures, and/or text heard thus 7. Use complete sentences to write simple text. far and then compare the actual outcomes to predictions. Answer questions that require making interpretations, judgments, or giving opinions about what is 8. Use basic capitalization and punctuation for: heard in a read-aloud, including answering “why” questions that require recognizing cause/effect a. first word in a sentence relationships. b. proper names Interpret information that is presented orally and then ask additional questions to clarify information c. period to end declarative sentence or the topic in the read-aloud. Identify who is telling a story or providing information in a text. d. question mark to end interrogative sentence Demonstrate understanding that what is said can be written and that the writing system is a way of 9. Self-monitor composition by using re-reading and peer writing down sounds. conferences. Demonstrate understanding of directionality (left to right, return sweep, top to bottom, front to back). Identify the parts of books and function of each part (front cover, back cover, title page, table of contents). Demonstrate correct book orientation by holding book correctly and turning pages. Recognize that sentences in print are made up of separate words. Understand that words are separated by spaces. Distinguish letters, words, sentences, and stories. Demonstrate understanding of basic print conventions by tracking and following print word for word when listening to text read aloud. Demonstrate understanding that the sequence of letters in a written word represents the sequence of sounds in the spoken word. Recognize and name the 26 letters of the alphabet in both their upper-case and lower-case forms. Say the letters of the alphabet in order, either in song or recitation. Capitalize the first word in a sentence, the pronoun I, and proper nouns (names and places,) months, days of the week. Identify and use end punctuation, including periods, question marks, and exclamation points. Use commas appropriately in greetings and closings of letters, dates, and items in a series. Write a simple friendly letter. Use apostrophes to create contractions and indicate possession, i.e., cat’s meow. Use quotation marks appropriately to designate direct speech.
1st Grade Language Arts July 7, 2009 Page # 5 K-4 Benchmarks II-C: Demonstrate competence in the skills and strategies of the writing process NM 1st Grade Performance Standards 1. Write by using an author’s model of language and extending Core Knowledge the model (e.g., writing different endings for the story, Demonstrate understanding of literary language (e.g., author, illustrator, characters, setting, plot, composing an innovation of a poem). (e.g., writing different dialogue, personification, simile, and metaphor) and use some of these terms in retelling stories or creating their own stories. endings for the story, composing an innovation of a poem). Identify sensory language and how it is used to describe people, objects, places and events. 2. Compose a variety of products (e.g., short stories, letters, Retell or dramatize a story, using narrative language to describe characters, setting(s), and a simple poems, descriptions, journal entries). beginning, a middle and an end to events of the story in proper sequence. 3. Write descriptions of familiar persons, places or objects. Compare and contrast characters from different stories. Change some story events and provide a different story ending. 4. Compose fairly readable first drafts using appropriate parts of Demonstrate understanding of literary language (e.g., author, illustrator, characters, setting, plot, the writing process (some attention to planning, drafting, re- dialogue, personification, simile, and metaphor) and use some of these terms in retelling stories or reading for meaning and some self-correction). creating their own stories. 5. Begin to utilize conventional spelling Identify sensory language and how it is used to describe people, objects, places and events. With assistance, create and interpret timelines and lifelines related to text read independently. Distinguish text that describes events that happened long ago from text that describes contemporary or current events. Add details to writing. Begin to use tools, including technology, to plan, draft, and edit writing. Gather information from experiences or provided text sources. Write or retell a story that includes characters, setting(s), and a beginning, a middle and n end to events of the story in proper sequence. Write a descriptive paragraph using sensory language. Create a title and an ending that are relevant to the narrative. Recognize, identify and use subject, object, and possessive pronouns, i.e., I, me, my, they, them, orally, in written text and in own writing. Recognize, identify and use common and proper nouns, orally, in written text, and in own writing. Recognize, identify and use regular verbs to convey a sense of past, present, and future tense orally, in written text, and in own writing. Recognize, identify, and use adjectives orally, in written text, and in own writing. Recognize, identify and use subjects and predicates, orally, in written text, and in own writing. Recognize, identify, and use statements, questions, and exclamations orally, in written text, and in own writing. Produce and expand complete sentences orally and in shared writing exercises.
1st Grade Language Arts July 7, 2009 Page # 6 Strand: Literature and Media Content Standard III: Students will use literature and media to develop an understanding of people, societies, and the self. K-4 Benchmarks III-A: Use language, literature, and media to gain and demonstrate awareness of cultures around the world NM 1st Grade Performance Standards 1. Increase vocabulary and understand expressions found in Core Knowledge: Fiction ~ Different Lands, Similar Stories appropriate literary works. Lon Po Po (China) and Little Red Riding Hood 2. Identify the characters and simple story lines from selected Issun Boshi, or One-Inch Boy (Japan); Tom Thumb (England); Thumbelina (by the Danish writer Hans Christian Andersen); Little Finger of the Watermelon Patch (Vietnam) myths and stories from around the world. Some of the many variations on the Cinderella story (from Europe, Africa, China, Vietnam, Egypt, 3. Describe events related to other nations or cultures (e.g., Korea, etc.) writing, drama, constructions, drawing). Core Knowledge: Aesop’s Fables The Boy Who Cried Wolf The Dog in the Manger The Wolf in Sheep’s Clothing The Maid and the Milk Pail The Fox and the Grapes The Goose and the Golden Eggs
K-4 Benchmarks III-B: Identify and use the types of literature according to their purpose and function NM 1st Grade Performance Standards 1. Identify elements of plot and setting in a story. Core Knowledge: Fiction ~ Literary Terms 2. Demonstrate understanding (e.g., act out, draw, write, Characters, heroes, and heroines talk) of sequence and characterization in a story. Drama ~ actors & actresses; costumes, scenery and props; theater, stage, audience
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