End of Year First Grade Expectations

Math


End of Year Expectations- Grade 1

*Add and subtract within 20.

  • *Represent and solve problems involving addition and subtraction.

  • *Understand and apply properties of operations and the relationship between addition and subtraction.

  • *Work with addition and subtraction equations.

  • *Extend the counting sequence.

  • *Understand place value(tens and ones).

  • *Use place value understanding and properties of operations to add and subtract.

  • *Measure lengths indirectly and by iterating length units.

  • *Tell and write time(on the hour and 1/2 hour).

  • *Represent and interpret data.

  • *Work with money(identify U.S. coins, know their values and use the values of coins in the solution of problems).

  • *Reason with shapes and their attributes(two dimensional-rectangles, squares, trapezoids, triangles, circles --three dimensional- cubes, rectangular prisms, cones, cylinders)


Writing

Students will be able to( by the end of first grade):

  • Write 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 closure.

  • Write informative/explanatory texts in which they name the topic, supply some facts, about the topic, and provide some sense of closure.

  • Write narratives in which they recount two or more sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide closure.

  • Write poems with rhyme and repetition.

  • With support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

  • With support, use a variety of digital tools to produce and publish writing, including collaboration with peers.

  • Participate in shared research and writing projects.

  • With support, recall information from provided sources to answer a question.



ELA

Students will be able to:

  • Ask and answer questions about key details in a text 1. R I 4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

  • Retell stories including key details and demonstrate understanding of their central message or lesson 1.RL.6 Identify who is telling the story at various points in a text

  • Identify the main topic and retell key details of a text. 1.RI 8: Identify the reasons an author gives to support points in a text.

  • Describe and compare characters, setting and major events in a story.

  •  Compare and contrast the adventures and experiences of characters in stories.

  • Describe the connections between two individuals, events, ideas or pieces of information in a text.

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

  • Identify characteristics commonly shared by folktales and fairy tales 1.RL 5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types

  • Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts in a text.

  • Distinguishes between information provide by pictures or other illustrations and information provided by words in a text.

  • Uses illustrations and details in a text to describe its key ideas.

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

  • With prompting and support read prose and poetry of appropriate complexity for grade 1.

  • Demonstrate understanding of the organization and basic features of print . a. Recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending punctuation).

  • a. Distinguish long from short vowel sounds in spoken single- syllable words b. Orally produce single syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial , medial vowel, and final sounds (phonemes) in spoken single-syllable words d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)

  • a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings.

  • Recognize and read grade appropriate irregularly spelled words.

  • Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary

  • Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion

  • Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

  • Ask and answers questions about what a speaker says in order to gather additional information or clarify something that is not understood.

  • Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

  • Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

  • Produce complete sentences when appropriate to task and situation.

  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). 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). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper and lower case letters b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). 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). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions

  • With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c, Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).