Tennessee English Language Arts Standards Effective 2009-2010 Grade 1

words correctly (e.g., Dolch list, Fry list). " Spell one-syllable words, using basic CVC, CVCE, and CVVC patterns.<br><br> " Alphabetize words to the first letter. Grade 1 Page 2 0101.1.10 Show evidence of expanding language through vocabulary growth. " Build vocabulary by reading, listening to, and discussing a variety of literature.<br><br> " Use word families and a variety of active word walls. " Read high frequency words in context. " Recognize and identify compound words, synonyms, and antonyms.<br><br> " Identify positional words (e.g., inside, outside, beside, between). " Identify simple multi-meaning words in context (e.g., fly, pop, bat). " Use a picture dictionary/beginning dictionary to determine word meaning.<br><br> Phonemic Awareness 0101.1.11 Maintain phonemic awareness. " Understand that a phoneme is one distinct sound. " Use sound stretching of one syllable words to identify each phoneme.<br><br> " Use sound blending of each separately spoken phoneme to make meaningful words. " Segment one-syllable words into individual sounds and blend the sounds into whole words. " Recognize and produce rhyming words.<br><br> " Recognize words that have the same beginning, middle, or ending sounds. " Understand words are made up of one or more syllables. " Substitute targeted sounds to change words (e.g., bed to bad, hat to bat).<br><br> " Rearrange the letter sounds of a given word to create new words (e.g., pan to nap, ten to net). Phonics 0101.1.12 Apply phonics generalizations in order to decode words. " Name all uppercase/lowercase letters of the alphabet.<br><br> " Understand that the sequence of letters in a written word represents the sequence of sounds in a word. " Use letter-sound matches and structural analysis to decode grade level words. " Use parts of words (e.g., root/base words, compound words, contractions, prefixes, suffixes) to decode grade level words.<br><br> " Apply long and short vowel rules when decoding text. " Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words.<br><br> " Continue to decode unknown words that are grade-level appropriate. Grade 1 Page 3 Standard 2 - Communication Grade Level Expectations GLE 0101.2.1 Develop critical listening skills essential for comprehension, problem solving, and task completion. GLE 0101.2.2 Develop critical speaking skills essential for effective communication.<br><br> Checks for Understanding (Formative/Summative Assessment) Listening 0101.2.1 Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions). 0101.2.2 Listen attentively to speaker for specific information. 0101.2.3 Understand and follow simple two- and three-step oral directions.<br><br> 0101.2.4 Summarize what has been heard using the logical sequence of events. Speaking 0101.2.5 Use rules for conversation (e.g., take turns, and focus attention on speaker). 0101.2.6 Speak clearly, properly, and politely; recognize the difference between formal and informal language.<br><br> 0101.2.7 Give multi-step oral directions. 0101.2.8 Participate in group discussion. " Work productively in group discussion for a particular purpose (e.g., respond to literature, solve a problem).<br><br> " Ask and respond to questions from teacher and other group members. 0101.2.9 Retell a story, describing the plot, characters, and setting. 0101.2.10 Recite poems, stories, and songs.<br><br> Grade 1 Page 4 Standard 3 - Writing Grade Level Expectations GLE 0101.3.1 Compose simple stories with a clear beginning, middle, and end. GLE 0101.3.2 Employ a variety of strategies to generate story ideas. GLE 0101.3.3 Begin to develop topic sentences.<br><br> GLE 0101.3.4 Evaluate own and other people 9s written work using a simple classroom rubric. GLE 0101.3.5 Determine how, when, and whether to incorporate graphics into written work. Checks for Understanding (Formative/Summative Assessment) 0101.3.1 Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs, charts, Venn diagrams) independently and/or in group, draw pictures to generate ideas, and use a variety of resources to gather information.<br><br> 0101.3.2 Use classroom resources that support the writing process. 0101.3.3 Begin to compose first drafts using the appropriate parts of the writing process with an emphasis on planning and self correcting. 0101.3.4 Use temporary/creative spelling to spell independently as needed.<br><br> 0101.3.5 Arrange events in a logical and sequential order when writing. 0101.3.6 Begin to add descriptive words and details to writing. 0101.3.7 Create legible documents for reading by the following: forming uppercase/lowercase letters; utilizing correct spacing; writing from left to right/top to bottom; and tracing/reproducing letters and words correctly.<br><br> 0101.3.8 Evaluate own and other people 9s written work through small group discussion and shared work. 0101.3.9 Incorporate suggestions from teachers and peers. 0101.3.10 Use a simple rubric to evaluate writing.<br><br> 0101.3.11 Illustrate written work with simple drawings. Grade 1 Page 5 Standard 4 - Research Course Level Expectations GLE 0101.4.1 Define and narrow a research question appropriate to grade level and ability. GLE 0101.4.2 Select a source necessary to answer the research question.<br><br> GLE 0101.4.3 Deliver an oral report that demonstrates a gathering of information. Checks for Understanding (Formative/Summative Assessment) 0101.4.1 Narrow a research question so that the research process is manageable. 0101.4.2 Select two resources to answer a research question.<br><br> 0101.4.3 Use the family and community as sources of information. 0101.4.4 Visit the library as a resource of information for research. 0101.4.5 Locate a print source for research (e.g., magazine, book).<br><br> 0101.4.6 Present the answers to a research question orally to the class. Standard 5 - Logic Grade Level Expectations GLE 0101.5.1 Further develop an understanding of sequential order. GLE 0101.5.2 Recognize the relationship of actions and consequences.<br><br> GLE 0101.5.3 Make inferences and draw appropriate conclusions. Checks for Understanding (Formative/Summative Assessment) 0101.5.1 Arrange four or more items or events in sequential order. 0101.5.2 Recognize logical decisions and choices in reading selections.<br><br> 0101.5.3 Make and adjust predictions in a variety of written and oral contexts. 0101.5.4 Compare and contrast information and ideas. Grade 1 Page 6 Standard 6 - Informational Text Grade Level Expectations GLE 0101.6.1 Follow simple directions in a short informational text.<br><br> GLE 0101.6.2 Identify the main ideas and supporting details of informational text. GLE 0101.6.3 Recognize that a variety of graphics can support informational text. Checks for Understanding (Formative/Summative Assessment) 0101.6.1 Follow simple written directions to complete a task.<br><br> 0101.6.2 Identify the main ideas and supporting details of informational texts. 0101.6.3 Explore a variety of informational texts (e.g., books, charts, newspapers, magazines). 0101.6.4 Recognize and use text features to comprehend informational texts (e.g., time lines, illustrations).<br><br> Standard 7 - Media Grade Level Expectations GLE 0101.7.1 Explore a variety of media. GLE 0101.7.2 Recognize the ability of media to inform, persuade, and entertain. Checks for Understanding (Formative/Summative Assessment) 0101.7.1 Experience and respond to a variety of media (e.g., books, audio, video, computer, illustrations).<br><br> 0101.7.2 Visit libraries/media centers and regularly check out materials. 0101.7.3 Understand the main idea in a visual medium (e.g., pictures, cartoons, posters). 0101.7.4 Enhance oral presentations with a visual medium.<br><br> Grade 1 Page 7 Standard 8 - Literature Grade Level Expectations GLE 0101.8.1 Explore and experience various literary genres. GLE 0101.8.2 Employ a variety of basic reading comprehension strategies. GLE 0101.8.3 Develop reading fluency and accuracy.<br><br> GLE 0101.8.4 Identify basic literary elements. Checks for Understanding (Formative/Summative Assessment) 0101.8.1 Read picture books, alphabet and number books, rhyming books, storybooks, fairy tales, poetry, and nonfiction text. 0101.8.2 Distinguish between fiction/nonfiction and fantasy/reality.<br><br> 0101.8.3 Identify parts of a book (e.g., front cover and back cover, table of contents, index, glossary, title page, author, illustrator). 0101.8.4 Make predictions about text. 0101.8.5 Participate in the creation of graphic organizers.<br><br> 0101.8.6 Derive meaning while reading by employing the following strategies: " Asking questions to clarify meaning. " Participating in discussions. " Predicting what will happen next.<br><br> " Creating mental images. " Using illustrations to gain meaning. " Answering the five W + H questions (i.e., Who, What, When, Where, How, Why).<br><br> " Relating knowledge from personal experience, and/or other text. 0101.8.7 Identify the characters, plot, and setting of a story. 0101.8.8 Participate in shared reading and small group guided reading.<br><br> 0101.8.9 Read simple text containing familiar letter-sound correspondence and high frequency words. 0101.8.10 Read orally with fluency and accuracy. <br><br>

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