RESOURCE GUIDES FOR SCHOOL SUCCESS
RESOURCE GUIDES FORSCHOOL SUCCESS:THE FIRST GRADE EARLY LEARNINGSTANDARDSN E W YO R K S TAT E E D U C AT I O N D E PA R T M E N T 2 0 1 9
Table of ContentsFIRST GRADE LEARNING STANDARDSTable of ContentsIntroduction. 4Purpose of this Document. 4Guiding Principles for the NYS1LS Resource. 5Students with Disabilities. 6Multilingual Learners. 6About First Graders. 6Key Terms and Concepts. 7The New York State First Grade Learning Standards. 8Organizational Structure. 8Domain 1: Approaches to Learning. 10Domain 2: Physical Development and Health. 12Domain 3: Social and Emotional Learning. 14Domain 4: English Language Arts and Literacy. 16Domain 5a: Cognition and Knowledge of the World: Mathematics. 20Domain 5b: Cognition and Knowledge of the World: Science. 23Domain 5c: Cognition and Knowledge of the World: Social Studies. 25Domain 5d: Cognition and Knowledge of the World: The Arts. 27Domain 5e: Cognition and Knowledge of the World: Technology,Computer Science, and Digital Literacy. 30Planning Curriculum and Instruction. 32References and Resources. 402
IntroductionFIRST GRADE LEARNING STANDARDSIntroductionThe New York State Resource Guides for School Success: The First Grade EarlyLearning Standards consolidates all first grade learning standards into onedocument. This resource follows The New York State Resource Guides for SchoolSuccess: The Prekindergarten Early Learning Standards and The New York StateResource Guides for School Success: The Kindergarten Early Learning Standards whichwere both published in 2019.Purpose of this DocumentThis resource was developed through a collaboration between the New York State Education Department’sOffices of Early Learning and Curriculum and Instruction. It is intended to be used as a reference tool by teachers,specialists, and administrators responsible for designing programs for first grade students. This resource alsoprovides a uniform format for learning standards in all content areas to make it easier for users to read andunderstand. However, users are encouraged to review the full articulations of the New York State LearningStandards where links are provided since they offer a higher level of detail, include additional introductorystatements (linked below), and illustrate learning progressions to upper grades.Introductory StatementsPhysical EducationSocial Emotional LearningEnglish/Language ArtsMathematicsScienceSocial StudiesArtsComputer Science & Digital FluencyFrom a planning perspective, this document highlights the importance of addressing elementary students’development and learning across all domains. However, The New York State First Grade Learning Standards(NYS1LS) Resource is not a curriculum, assessment, or set of teaching strategies.Rather than prescribe a lockstep progression of lessons or curricula for all children in all settings, theStandards serve to articulate the expectations of what children can learn and do as a result ofinstruction that is not standardized, but personalized, differentiated, adapted, culturally andlinguistically relevant, and context-based. While we may have the same learning objectives for allchildren, our means for meeting these objectives are highly responsive to the individual child.1It is with these end-of-year expectations that local programs and schools can design, deliver, modify, andadapt curricula and instruction that meets the needs of children based on where they are developmentally,linguistically, culturally, and experientially. The NYS1LS Resource provides: a learning framework for all first grade children regardless of abilities, language, background, or diverse needs; a resource for planning professional learning opportunities; and a tool for focusing discussions on early learning by educators, policy makers, families, and communitymembers.New York State Education Department. (2016). Introduction to the NYS Next Generation Early Learning Standards. By Zoila Morell inpartnership with the New York State Education Department. Albany, NY. , R.M., Gandara, P. (2014). The Bilingual Advantage: Language, Literacy and the U.S. Labor Market. London: Multilingual Matters13
IntroductionFIRST GRADE LEARNING STANDARDSGuiding Principles for the NYS1LS ResourceThe learning standards provided in this document serve as a resource for planning curriculum built upon knowledge andskill-building units of study.1All children are capable of learning, achieving, and making developmental progress. Thesestandards are intended for all children regardless of economic, linguistic, and cultural differences orphysical, learning, social-emotional and communication abilities. Children develop at different ratesand each child is unique in their own development, growth, and acquisition of skills. Students shouldreceive appropriate accommodations to ensure their maximum participation; their diversity shouldbe treated as an asset to the learning environment.2Children are active learners. A primary approach to learning is through purposeful play. Intentionalplanning promotes rich learning experiences that encourage participation, involve multiple contexts,and engage the senses that help children explore their environment.3Early development and learning are multi-dimensional. Children’s learning is integrated and occurssimultaneously across all domains, which are interrelated and interactive with one another.4Children learn in the context of interactions and relationships with family members, caregivers,teachers, and other children in their immediate environment and in their community.5Family is a significant contributor to children’s lifelong development and learning. Actively engagingcaregivers in the early education of their children is essential to children’s success in the elementaryclassroom and later learning.6These learning standards may be used as tools to empower families, teachers, and caregivers tobetter support and enhance young children’s development and learning.7These learning standards acknowledge, respect, and embrace children’s diverse backgrounds, theirheritage, cultures, and linguistic experiences.8Students with Disabilities’ Individualized Education Plans (IEPs) are developed in consideration ofthese learning standards.9These learning standards are guided by research, stakeholder feedback, and effective practice tostrengthen instruction and educational experiences across all settings. They are systemically alignedwith all of the New York State PK-12 Learning Standards.The NYSKLS Resource is not: Intended to be used as a curriculum Intended to mandate specific teaching practices or materials Meant to stifle the creativity of children, educators, or parents Intended to be used as a checklist, but can inform the development or selection of screening and progressmonitoring tools Intended to be used as an assessment tool Meant to bar children from entry to second grade Meant to replace students with disabilities’ IEP goals4
IntroductionFIRST GRADE LEARNING STANDARDSStudents with DisabilitiesIt is essential that we have high expectations for what all students can learn. First grade students with disabilitiesmust have opportunities to benefit from high quality instruction and to reach the first grade learning standards. Eachstudent with a disability must have an IEP that is developed in consideration of State learning standards and includesannual goals aligned with and chosen to facilitate the student’s attainment of the standards. Students with disabilitiesmust also be provided appropriate special education and related services and supports (including accommodations,modifications, and scaffolding). The intensity of services and supports must be based on the individual strengths andneeds of the students so that they can gain knowledge and skills as well as demonstrate what they have learned.In addition to supports and services, special education must include specially designed instruction, which meansadapting, as appropriate, the content, methodology, or delivery of instruction to address the unique needs that resultfrom the student’s disability. For more information about special education programs and services for students withdisabilities, visit NYSED’s Office of Special Education webpage (http:/www.p12.nysed.gov/specialed/). Additionalinformation can also be found in NYSED’s Resource to Special Education Support Services ltilingual LearnersA command of the English language is not a precondition to meeting every standard. As children progress in the gradesand language acquisition, they can demonstrate mastery of many of the skills outlined in the standards in English,bilingually, or using their home language(s). Children can, for example, demonstrate understanding of word relationshipsand word meanings (1.ELAL.28.) in their home language. Rather than hinder progress towards the standards, the homelanguage is an invaluable resource to advance learning. Intentional, strategic use of children’s home languages in thefirst grade classroom can, for example, enhance student engagement, scaffold comprehension, support authenticassessment, and promote parental involvement2. “Research highlights many lifelong advantages associated withbilingualism. The ultimate purpose of the learning standards would be to develop children’s potential, so they garnerand sustain every possible advantage into adulthood. Promoting bilingualism and multilingualism as children developproficiency in the English language is in keeping with that purpose.”3 For more information, see NYSED’s EnglishLanguage Learner/Multilingual Learner Educator Tools and Best Practices est-practices).About First GradersFirst grade is an exciting time when children may start to exhibit more independence, begin to understand their place inthe world, move toward abstract thinking, build confidence through social relationships and demonstrating theirabilities, talk about and describe thoughts and feelings, and show more concern for others. They thrive onencouragement and need a lot of positive reinforcement. Importantly, first grade is when children begin to understandthemselves — and how others view them — as learners. Much like kindergarten, first grade may also be a transition pointfor many children. For example, it may be some children’s first full-day, full-week formal learning experience while othersmay have had several years of experience. It is critically important that school leaders pave the way for first gradeteachers to create a caring community of learners and ensure a sense of belonging, use teaching approaches thatsupport children’s development and learning, plan meaningful and integrated learning experiences within thecurriculum, use authentic formative assessment across domains to inform instruction, value the students’ cultures andlanguages, and develop relationships with families (adapted from www.naeyc.org). As a reminder, this resource, which is not a full articulation of the New York State Learning Standards, provides auniform format for learning standards in all content areas to make it easier for users to read and understand. However,users are encouraged to review the full articulations of the NYS Learning Standards where links are providedsince they provide a higher level of detail, additional introductory statements and illustrate learning progressions toupper grades. Please refer to introductory documents for each subject as applicable as well as the complete standardsdocuments, located on the Office of Curriculum and Instruction's website.Key Terms and Concepts2 Adapted from the New York State Education Department’s New York State Next Generation Standards Early Learning Introduction.3 Callahan, R.M., Gandara, P. (2014). The bilingual advantage: Language, literacy and the U.S. labor market. London: Multilingual Matters5
IntroductionFIRST GRADE LEARNING STANDARDSBelow is a list of key terms and concepts with definitions. These terms and general concepts are emphasized to ensure acommon understanding among readers of the Resource.Communicate,Communication,and LanguageThroughout the standards and indicator statements, the terms communicate,communication, and language mean that children can use any languageor means of expression, including home language(s), combination of homelanguage(s) and English, sign language, or use of alternative methods.Continuum andprogressionThe NYS1LS Resource should be understood as a set of learning progressions. Thefirst grade learning standards described in this document represent reasonableexpectations for the end of a full year of quality instruction. All children learnat different rates; therefore, children’s learning is not uniform. Teachers mightneed to look at related standards below or above the first grade level to guideinstructional approaches.Emergent Reader,Early ReaderAn emergent reader, including an emergent multilingual reader, is on the pathto fluent literacy, before conventional reading and writing skills are developed.An emergent reader is one who begins to recognize letter sounds, familiar sightwords, or symbolic representations of words. An early reader has moved beyondthe emergent reader stage and is able to apply some reading strategies tointeract with texts. An early reader begins to monitor their own reading and selfcorrect.DomainDomain refers to specific aspects of growth and change. When looking at childdevelopment, several domains or developmental areas are considered. Theseinclude approaches to learning; physical development and health; social andemotional learning; English language arts and literacy; and cognition andknowledge of the world.Learning StandardsLearning standards are goals for New York State students. Learning standardsshould be considered the destination; learning ideally intended to beaccomplished by the end of an instructional year.IndicatorsIndicators are observable and demonstrative and can be accomplished throughplay and active engagement. They are examples of how students mightdemonstrate they are moving towards or achieving the respective standard. Thelists of indicators are not exhaustive; they are samples of observable behaviorschildren may exhibit. Some standards do not provide indicators while other haveseveral. The indicators are not in a specific order, nor should they be used asa checklist. Not all children will demonstrate how they are moving toward thestandard the same way.CurriculumCurriculum is the content, concepts, and skills students will learn. Curriculumaddresses all domains of learning and all types of learners.InstructionInstruction includes the ways (approaches, strategies, environments, materials,interactions, scaffolds) educators choose to teach the curriculum, based on theneeds of their students.AssessmentAssessment includes the processes used to learn more about student learningand progress. Assessment guides and informs teaching and allows students toreflect about their own learning.TextThe word “text” encompasses far more than printed material. Text may also referto speech, graphics, visual art, digital representations, video, and other visual andaudio depictions of ideas, concepts, and experiences.6
FIRST GRADE LEARNING STANDARDSOrganizational StructureOrganizational StructureDOMAIN 1: Approaches to Learning (AL)How children become involved in learning and acquiring knowledge.DOMAIN 2: Physical Development and Health (PDH)Children’s physical health and ability to engage in daily activities, both outdoors and inside.DOMAIN 3: Social and Emotional Learning (SEL)The emotional competence and ability to form positive relationships that give meaning tochildren’s experiences in the home, school, and larger community.DOMAIN 4: English Language Arts and Literacy (ELAL)How children understand, create, and communicate meaning.DOMAIN 5: Cognition and Knowledge of the World (Mathematics (MATH),Science (SCI), Social Studies (SOC), the Arts (ARTS), Technology, ComputerScience, and Digital Literacy (TECH))What children need to know and understand about their world and how they apply what theyknow.In this document, each of the above key domains of learning is introduced with a brief context statement or set ofconsiderations to help with planning curriculum, instruction, and assessment. Following the brief context, links and notesto original standards documents are provided. These domains are further categorized into topics. Following each topicare learning standards, and in some cases, a set of indicators for the standard. Each first grade learning standard inthis document uses a numbering system that includes 1, an abbreviation of the first grade domain of learning name andan assigned number. For example, 1.ELAL.1. In some cases, an additional reference code is provided in brackets. Thereference code in brackets is the number code used in the full articulation of the standards. For example, 1.ELAL.1 [1RF1].This allows users to quickly refer to fully articulated standards documents and see how they exist within a continuumacross age-ranges and grades. Figure 1 illustrates this structure.7
FIRST GRADE LEARNING STANDARDSOrganizational StructureFigure 1: Explanation of the Structure of the Standards ResourceDOMAIN: COMMUNICATION, LANGUAGE, AND LITERACYPART B: ENGLISH LANGUAGE ARTS AND LITERACY (ELAL)First graders are at varying stages of development as word readers,text comprehenders, and writers. Reading stages vary at this levelfrom emergent readers to grade level and above. First graders shouldexperience a balance of literature and informational texts in thecontext of instruction designed to create opportunities to engagewith a variety of topics, texts, discussions, and writing that supportauthentic opportunities to engage with texts to bolster languagedevelopment, word reading skills, and knowledge building. Firstgraders should be exposed to and prompted to produce writing for arange of purposes (to entertain, to explain, to persuade).Creating this learning environment can take a variety of formats,including shared readings, pretend readings, paired readings, learningactivities, play that incorporates literacy and writing materials,talking, dictating stories and ideas, drawing and illustrating ideas,experimenting with written words, and other literacy activities. Werefer to these instructional events as “reading or literacy experiences”because the focus is on using texts, printed and visual, to developreaders’ concepts of how meaning is conveyed through reading andwriting while building their language and background knowledgewithin responsive units of study.For more information on New York State’s Next Generation ELAStandards, including introductory text complexity statements, -learning-standards.READING FOUNDATIONSPrint Concepts1.ELAL.1. [1RF1] Demonstrates understanding of the organizationand basic features of print1.ELAL.1. Indicator:a. Recognizes the distinguishing features of a sentence (e.g., firstword, capitalization, ending punctuation) [1RF1a]First grade domain oflearningLearning domain contextand considerationsLinks and notes to full articulationof standards, if applicableFirst grade code includes 1 forgrade level, letters to indicatethe learning domain, and achronological numberReference code from fullarticulation of standardsdocument, if applicableLearning StandardIndicator(s)8
FIRST GRADE LEARNING STANDARDSDomain 1Domain 1: Approaches to LearningDOMAIN: APPROACHES TO LEARNING (AL)The PracticesApproaches to Learning contains key skill areas for 21st Century learners. Elementary students build and strengthen these skills when theyare integrated throughout the daily curriculum, embedded within instructional practices, and activated during play, experiential, and cooperative learning. This domain area provides specific learning expectations that support the changing demands of the workforce from rotefunctions to an emphasis on working with new information and solvingunstructured problems. The skills outlined by these learning standardsare the result of the overall learning environment and culture, interactions, language, and instructional practices within classrooms. For example, teachers can support these skill areas by establishing a classroom environment that fosters risk-taking, imaginative thinking, orallanguage development, idea generation, collaboration, persistence,etc. Teachers can plan daily opportunities for spontaneous and intentional play, responsive activities, and projects that create opportunitiesfor children to practice these skills independently and with peers whilebeing supported by adults, within the content being taught. Multilingual Learners can demonstrate knowledge in English, their home language(s), or both for all content areas. For information on establishinga culturally-responsive classroom environment, reference the NYSED’sCulturally Responsive-Sustaining Education Framework mework.pdf).PLAY AND ENGAGEMENT IN LEARNING1.AL.1. Engages in cooperative, purposeful, and interactive play andactivities that enhance learning and encourage exploration1.AL.1. Indicators:a. Engages in play, activities, and simple games with rules anddemonstrates ability to plan ahead and develop strategiesb. Cooperates with peers during activities and play experiencesc. Demonstrates awareness of connections between prior and newknowledgeThroughout the New York StatePK-12 Learning Standards,our practices represent theoverarching approaches tolearning expected of NewYork’s students throughout theireducational career and beyond.These include:Lifelong Practices of Readers andWriters: http://www.nysed. ction/nys-nextgeneration-ela-standards.pdf#page 8Science and EngineeringPractices: urriculum-instruction/nysscienceintro.pdf#page 4Social Studies Practices: page 10Standards for MathematicalPractice: http://www.nysed. s.pdf#page 71.AL.2. Actively engages in problem solving strategies to achieve goals1.AL.2. Indicators:a. Adapts strategies to complete unfamiliar activities or activities in new contextsb. Tries a new way (e.g., ask a peer, trial and error, breaking tasks into steps, use material in new way) tocomplete tasks before asking for help or stopping due to frustrationc. Communicates ideas or asks clarifying questions9
FIRST GRADE LEARNING STANDARDSDomain 1CREATIVITY AND IMAGINATION1.AL.3. Approaches tasks and problems using materials/strategies in uncommon and creative ways to create,try, or do something new1.AL.3. Indicators:a. Uses materials/props in novel ways to represent ideas, characters, and objectsb. Begins to bring ideas/concepts together from other areas of learning to further understandingc. Communicates their own ideasCURIOSITY AND INITIATIVE1.AL.4. Explores and asks questions for information about a growing range of topics, ideas, and tasks1.AL.4. Indicators:a. Demonstrates interest in exploring new materials and learning from the environment and new experiencesb. Asks questions to learn from others or understand something (e.g. show me how you did that)PERSISTENCE1.AL.5. Demonstrates persistence1.AL.5. Indicators:a. Resists distraction and maintains attention to a task or activity (e.g., teacher instruction, activities) withminimal redirectionb. Continues with or returns to activities despite distractions or interruptionsc. Persists despite frustration or disappointment; shows pride in accomplishments1.AL.6. Demonstrates organizational skills1.AL.6. Indicators:a. Organizes materials appropriately (e.g., puts things away when finished, organizes materials by category)b. Carries out organized routines (e.g., gathers and returns math manipulatives)c. Describes and implements multiple steps to be followed for an activity or project10
FIRST GRADE LEARNING STANDARDSDomain 2Domain 2: Physical Developmentand HealthDOMAIN: PHYSICAL DEVELOPMENT AND HEALTH (PDH)Many teachers are concerned about ensuring adequate physical development and health opportunitieswithout sacrificing cognitive and academic learning time. The good news is that research has shown strong linksbetween healthy eating, physical activity, and improved academic achievement. Multiple opportunities are tobe built into the daily curriculum and routines to foster physical development and health. In addition to a dailyschedule that provides ample time for planned physical activities and outings, teachers can integrate physicaldevelopment and health with other domains of learning. For example, they can incorporate opportunities forlarge and small muscle movement through games, music, dance, and art; promote healthy habits in authenticways through learning centers and play; and build a sense of well-being through routines, integrated curriculumdesign, and instructional strategies.New York State was in the process of finalizing K-12 standards in this area at the time of publication of thisresource. The standards below are based on the most recent version (as of September 2019). To view the mostrecent NYS Learning Standards for Physical Education, visit al-education/.PHYSICAL DEVELOPMENT1.PDH.1. [NY.S1.1-4] Demonstrates competency in a variety of motor skills and movement patterns throughsport skills, games, dance, movement, rhythmic activities, and lifetime activities1.PDH.1. Indicators:a. Demonstrates emerging forms of locomotor, non-locomotor, and manipulative skillsb. Demonstrates emerging forms of locomotor, non-locomotor, and manipulative skills in dance, movement,and rhythmic activities1.PDH.2. [NY.S2.1-2] Applies knowledge of concepts, principles, strategies, and tactics related to movementand performance through movement concepts1.PDH.2. Indicator:a. Differentiates among a variety of movement conceptsPHYSICAL FITNESS1.PDH.3. [NY.S3.1-2] Demonstrates the knowledge and skills to achieve and maintain a health-enhancing levelof physical activity and fitness through fitness planning and additional health-enhancing behaviors1.PDH.3. Indicators:a. Explains the effects of exercise on the heart and lungsb. Explains health-enhancing behaviors11
FIRST GRADE LEARNING STANDARDSDomain 2PHYSICAL HEALTH AND WELL-BEING1.PDH.4. [NY.S5.1-3] Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/orself-expression1.PDH.4. Indicators:a. Recognizes how physical activity contributes to overall wellnessb. Recognizes and attempts challenging skillsc. Describes positive feelings and personal reasons for enjoying and participating in physical activities (e.g.,Running makes me feel happy.)PHYSICAL SAFETY1.PDH.5. [NY.S4.1-3] Exhibits responsible personal and social behavior that respects self and others throughself-awareness and management, social awareness and relationship skills, and responsible decision-making1.PDH.5. Indicators:a. Identifies responsible personal behavior and responds appropriately to feedback in physical activitysettingsb. Recognizes and follows directions in physical activity settings (e.g., taking turns, sharing)c. Recognizes and follows directions in physical activity settings (e.g., safe behaviors, following rules)RESOURCE MANAGEMENT1.PDH.6. [NY.S6.1-2] Recognizes career opportunities and manages personal and community resources toachieve and maintain overall wellness1.PDH.6. Indicator:a. Identifies personal resources that support participation in physical activity12
FIRST GRADE LEARNING STANDARDSDomain 3Domain 3: Social and EmotionalLearningDOMAIN: SOCIAL AND EMOTIONAL LEARNING (SEL)All children learn within social contexts and relationships. Learning through social context and relationshipsis especially important for young children, making the social and emotional domain a key lever to supportchildren’s learning across all do
first grade classroom can, for example, enhance student engagement, scaffold comprehension, support authentic assessment, and promote parental involvement2. “Research highlights many lifelong advantages associated with bilingualism. The ultimate purpose of the learning standards
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