Grade 1 - Teacher Created
Grade 1Common Core StateStandards Checklist
Reading: LiteratureKey Ideas and RL.1.1Ask and answer questions about keydetails in a text.ELA-Literacy.RL.1.2Retell stories, including key details,and demonstrate understanding oftheir central message or lesson.ELA-Literacy.RL.1.3Describe characters, settings, andmajor events in a story, using keydetails.Craft and dELA-Literacy.RL.1.4Identify words and phrases in storiesor poems that suggest feelings orappeal to the senses.ELA-Literacy.RL.1.5Explain major differences betweenbooks that tell stories and books thatgive information, drawing on a widereading of a range of text types.ELA-Literacy.RL.1.6Identify who is telling the story atvarious points in a text.CCSS Checklist—Grade 1 Literature1Teacher Created Resources
Integration of Knowledge and eReassessedNotesELA-Literacy.RL.1.7Use illustrations and details in a storyto describe its characters, setting, orevents.ELA-Literacy.RL.1.9Compare and contrast the adventuresand experiences of characters instories.Range of Reading and Level of Text edDateReassessedNotesELA-Literacy.RL.1.10With prompting and support, readprose and poetry of appropriatecomplexity for grade 1.CCSS Checklist—Grade 1 Literature2Teacher Created Resources
Reading: Informational TextKey Ideas and RI.1.1Ask and answer questions about keydetails in a text.ELA-Literacy.RI.1.2Identify the main topic and retell keydetails of a text.ELA-Literacy.RI.1.3Describe the connection between twoindividuals, events, ideas, or pieces ofinformation in a text.Craft and dELA-Literacy.RI.1.4Ask and answer questions to helpdetermine or clarify the meaning ofwords and phrases in a text.ELA-Literacy.RI.1.5Know and use various text features(e.g., headings, tables of contents,glossaries, electronic menus, icons) tolocate key facts or information in atext.CCSS Checklist—Grade 1 Informational Text1Teacher Created Resources
Craft and dDateReassessedNotesELA-Literacy.RI.1.6Distinguish between informationprovided by pictures or otherillustrations and information providedby the words in a text.Integration of Knowledge and eReassessedNotesELA-Literacy.RI.1.7Use the illustrations and details in atext to describe its key ideas.ELA-Literacy.RI.1.8Identify the reasons an author givesto support points in a text.ELA-Literacy.RI.1.9Identify basic similarities in anddifferences between two texts on thesame topic (e.g., in illustrations,descriptions, or procedures).Range of Reading and Level of Text edDateReassessedNotesELA-Literacy.RI.1.10With prompting and support, readinformational texts appropriatelycomplex for grade 1.CCSS Checklist—Grade 1 Informational Text2Teacher Created Resources
Reading: Foundational SkillsPrint .RF.1.1Demonstrate understanding of theorganization and basic features ofprint.ELA-Literacy.RF.1.1aRecognize the distinguishing featuresof a sentence (e.g., first word,capitalization, ending punctuation).Phonological dELA-Literacy.RF.1.2Demonstrate understanding of spokenwords, syllables, and sounds(phonemes).ELA-Literacy.RF.1.2aDistinguish long from short vowelsounds in spoken single-syllablewords.ELA-Literacy.RF.1.2bOrally produce single-syllable wordsby blending sounds (phonemes),including consonant blends.CCSS Checklist—Grade 1 Foundational Skills1Teacher Created Resources
Phonological dDateReassessedNotesELA-Literacy.RF.1.2cIsolate and pronounce initial, medialvowel, and final sounds (phonemes)in spoken single-syllable words.ELA-Literacy.RF.1.2dSegment spoken single-syllable wordsinto their complete sequence ofindividual sounds (phonemes).Phonics and Word sedDateReassessedNotesELA-Literacy.RF.1.3Know and apply grade-level phonicsand word analysis skills in decodingwords.ELA-Literacy.RF.1.3aKnow the spelling-soundcorrespondences for commonconsonant digraphs.ELA-Literacy.RF.1.3bDecode regularly spelled one-syllablewords.ELA-Literacy.RF.1.3cKnow final -e and common vowelteam conventions for representinglong vowel sounds.CCSS Checklist—Grade 1 Foundational Skills2Teacher Created Resources
Phonics and Word acy.RF.1.3dUse knowledge that every syllablemust have a vowel sound todetermine the number of syllables ina printed word.ELA-Literacy.RF.1.3eDecode two-syllable words followingbasic patterns by breaking the wordsinto syllables.ELA-Literacy.RF.1.3fRead words with inflectional endings.ELA-Literacy.RF.1.3gRecognize and read gradeappropriate irregularly spelled essedELA-Literacy.RF.1.4Read with sufficient accuracy andfluency to support comprehension.ELA-Literacy.RF.1.4aRead grade-level text with purposeand understanding.ELA-Literacy.RF.1.4bRead grade-level text orally withaccuracy, appropriate rate, andexpression on successive readings.CCSS Checklist—Grade 1 Foundational Skills3Teacher Created Resources
ateReassessedNotesELA-Literacy.RF.1.4cUse context to confirm or self-correctword recognition and understanding,rereading as necessary.CCSS Checklist—Grade 1 Foundational Skills4Teacher Created Resources
WritingText Types and DateReassessedNotesELA-Literacy.W.1.1Write opinion pieces in which theyintroduce the topic or name the bookthey are writing about, state anopinion, supply a reason for theopinion, and provide some sense ofclosure.ELA-Literacy.W.1.2Write informative/explanatory texts inwhich they name a topic, supplysome facts about the topic, andprovide some sense of closure.ELA-Literacy.W.1.3Write narratives in which theyrecount two or more appropriatelysequenced events, include somedetails regarding what happened, usetemporal words to signal event order,and provide some sense of closure.CCSS Checklist—Grade 1 Writing1Teacher Created Resources
Production and Distribution of ateReassessedNotesELA-Literacy.W.1.5With guidance and support fromadults, focus on a topic, respond toquestions and suggestions from peers,and add details to strengthen writingas needed.ELA-Literacy.W.1.6With guidance and support fromadults, use a variety of digital toolsto produce and publish writing,including in collaboration with peers.Research to Build and Present dDateReassessedNotesELA-Literacy.W.1.7Participate in shared research andwriting projects (e.g., explore anumber of “how-to” books on a giventopic and use them to write asequence of instructions).ELA-Literacy.W.1.8With guidance and support fromadults, recall information fromexperiences or gather informationfrom provided sources to answer aquestion.CCSS Checklist—Grade 1 Writing2Teacher Created Resources
Speaking & ListeningComprehension and pate in collaborativeconversations with diverse partnersabout grade 1 topics and texts withpeers and adults in small and largergroups.ELA-Literacy.SL.1.1aFollow agreed-upon rules fordiscussions (e.g., listening to otherswith care, speaking one at a timeabout the topics and texts underdiscussion).ELA-Literacy.SL.1.1bBuild on others’ talk in conversationsby responding to the comments ofothers through multiple exchanges.ELA-Literacy.SL.1.1cAsk questions to clear up anyconfusion about the topics and textsunder discussion.ELA-Literacy.SL.1.2Ask and answer questions about keydetails in a text read aloud orinformation presented orally orthrough other media.CCSS Checklist—Grade 1 Speaking & Listening1Teacher Created Resources
Comprehension and essedDateReassessedNotesELA-Literacy.SL.1.3Ask and answer questions aboutwhat a speaker says in order togather additional information orclarify something that is notunderstood.Presentation of Knowledge and eReassessedNotesELA-Literacy.SL.1.4Describe people, places, things, andevents with relevant details,expressing ideas and feelings clearly.ELA-Literacy.SL.1.5Add drawings or other visual displaysto descriptions when appropriate toclarify ideas, thoughts, and feelings.ELA-Literacy.SL.1.6Produce complete sentences whenappropriate to task and situation.(See grade 1 Language standards 1and 3 here for specific expectations.)CCSS Checklist—Grade 1 Speaking & Listening2Teacher Created Resources
LanguageConventions of Standard ateReassessedNotesELA-Literacy.L.1.1Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.ELA-Literacy.L.1.1aPrint all upper- and lowercase letters.ELA-Literacy.L.1.1bUse common, proper, and possessivenouns.ELA-Literacy.L.1.1cUse singular and plural nouns withmatching verbs in basic sentences(e.g., He hops; We hop).ELA-Literacy.L.1.1dUse personal, possessive, andindefinite pronouns (e.g., I, me, my;they, them, their, anyone,everything).ELA-Literacy.L.1.1eUse verbs to convey a sense of past,present, and future (e.g., Yesterday Iwalked home; Today I walk home;Tomorrow I will walk home).ELA-Literacy.L.1.1fUse frequently occurring adjectives.CCSS Checklist—Grade 1 Language1Teacher Created Resources
Conventions of Standard ateReassessedNotesELA-Literacy.L.1.1gUse frequently occurring conjunctions(e.g., and, but, or, so, because).ELA-Literacy.L.1.1hUse determiners (e.g., articles,demonstratives).ELA-Literacy.L.1.1iUse frequently occurring prepositions(e.g., during, beyond, toward).ELA-Literacy.L.1.1jProduce and expand complete simpleand compound declarative,interrogative, imperative, andexclamatory sentences in response toprompts.ELA-Literacy.L.1.2Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.ELA-Literacy.L.1.2aCapitalize dates and names of people.ELA-Literacy.L.1.2bUse end punctuation for sentences.ELA-Literacy.L.1.2cUse commas in dates and to separatesingle words in a series.CCSS Checklist—Grade 1 Language2Teacher Created Resources
Conventions of Standard ateReassessedNotesELA-Literacy.L.1.2dUse conventional spelling for wordswith common spelling patterns andfor frequently occurring irregularwords.ELA-Literacy.L.1.2eSpell untaught words phonetically,drawing on phonemic awareness andspelling conventions.Vocabulary Acquisition and eassessedNotesELA-Literacy.L.1.4Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 1reading and content, choosingflexibly from an array of strategies.ELA-Literacy.L.1.4aUse sentence-level context as a clueto the meaning of a word or phrase.ELA-Literacy.L.1.4bUse frequently occurring affixes as aclue to the meaning of a word.ELA-Literacy.L.1.4cIdentify frequently occurring rootwords (e.g., look) and theirinflectional forms (e.g., looks, looked,looking).CCSS Checklist—Grade 1 Language3Teacher Created Resources
Vocabulary Acquisition and eassessedNotesELA-Literacy.L.1.5With guidance and support fromadults, demonstrate understanding ofword relationships and nuances inword meanings.ELA-Literacy.L.1.5aSort words into categories (e.g.,colors, clothing) to gain a sense ofthe concepts the categories represent.ELA-Literacy.L.1.5bDefine words by category and by oneor more key attributes (e.g., a duckis a bird that swims; a tiger is a largecat with stripes).ELA-Literacy.L.1.5cIdentify real-life connections betweenwords and their use (e.g., note placesat home that are cozy).ELA-Literacy.L.1.5dDistinguish shades of meaning amongverbs differing in manner (e.g., look,peek, glance, stare, glare, scowl) andadjectives differing in intensity (e.g.,large, gigantic) by defining orchoosing them or by acting out themeanings.CCSS Checklist—Grade 1 Language4Teacher Created Resources
Vocabulary Acquisition and eassessedNotesELA-Literacy.L.1.6Use words and phrases acquiredthrough conversations, reading andbeing read to, and responding totexts, including using frequentlyoccurring conjunctions to signalsimple relationships (e.g., because).CCSS Checklist—Grade 1 Language5Teacher Created Resources
Operations & Algebraic ThinkingRepresent and solve problems involving addition and ssedDateReassessedNotesMath.Content.1.OA.A.1Use addition and subtraction within20 to solve word problems involvingsituations of adding to, taking from,putting together, taking apart, andcomparing, with unknowns in allpositions, e.g., by using objects,drawings, and equations with asymbol for the unknown number torepresent the problem.Math.Content.1.OA.A.2Solve word problems that call foraddition of three whole numberswhose sum is less than or equal to20, e.g., by using objects, drawings,and equations with a symbol for theunknown number to represent theproblem.CCSS Checklist—Grade 1 Math1Teacher Created Resources
Understand and apply properties of operations and the relationship between addition and tent.1.OA.B.3Apply properties of operations asstrategies to add and subtract.Examples: If 8 3 11 is known,then 3 8 11 is also known.(Commutative property of addition.)To add 2 6 4, the second twonumbers can be added to make aten, so 2 6 4 2 10 12.(Associative property of addition.)Math.Content.1.OA.B.4Understand subtraction as anunknown-addend problem. Forexample, subtract 10 – 8 by findingthe number that makes 10 whenadded to 8.Add and subtract within Content.1.OA.C.5Relate counting to addition andsubtraction (e.g., by counting on 2 toadd 2).CCSS Checklist—Grade 1 Math2Teacher Created Resources
Add and subtract within eassessedNotesMath.Content.1.OA.C.6Add and subtract within 20,demonstrating fluency for additionand subtraction within 10. Usestrategies such as counting on;making ten (e.g., 8 6 8 2 4 10 4 14); decomposing a numberleading to a ten (e.g., 13 – 4 13 –3 – 1 10 – 1 9); using therelationship between addition andsubtraction (e.g., knowing that 8 4 12, one knows 12 – 8 4); andcreating equivalent but easier orknown sums (e.g., adding 6 7 bycreating the known equivalent 6 6 1 12 1 13).CCSS Checklist—Grade 1 Math3Teacher Created Resources
Work with addition and subtraction nd the meaning of the equalsign, and determine if equationsinvolving addition and subtractionare true or false. For example, whichof the following equations are trueand which are false? 6 6, 7 8 – 1,5 2 2 5, 4 1 5 2.Math.Content.1.OA.D.8Determine the unknown wholenumber in an addition or subtractionequation relating three wholenumbers. For example, determine theunknown number that makes theequation true in each of theequations 8 ? 11, 5 – 3,6 6 .CCSS Checklist—Grade 1 Math4Teacher Created Resources
Number & Operations in Base TenExtend the counting t.1.NBT.A.1Count to 120, starting at any numberless than 120. In this range, read andwrite numerals and represent anumber of objects with a writtennumeral.Understand place th.Content.1.NBT.B.2Understand that the two digits of atwo-digit number represent amountsof tens and ones. Understand thefollowing as special cases:Math.Content.1.NBT.B.2a10 can be thought of as a bundle often ones — called a “ten.”Math.Content.1.NBT.B.2bThe numbers from 11 to 19 arecomposed of a ten and one, two,three, four, five, six, seven, eight, ornine ones.Math.Content.1.NBT.B.2cThe numbers 10, 20, 30, 40, 50, 60,70, 80, 90 refer to one, two, three,four, five, six, seven, eight, or ninetens (and 0 ones).CCSS Checklist—Grade 1 Math5Teacher Created Resources
Understand place teReassessedNotesMath.Content.1.NBT.B.3Compare two two-digit numbersbased on meanings of the tens andones digits, recording the results ofcomparisons with the symbols , ,and .Use place value understanding and properties of operations to add and dDateReassessedNotesMath.Content.1.NBT.C.4Add within 100, including adding atwo-digit number and a one-digitnumber, and adding a two-digitnumber and a multiple of 10, usingconcrete models or drawings andstrategies based on place value,properties of operations, and/or therelationship between addition andsubtraction; relate the strategy to awritten method and explain thereasoning used. Understand that inadding two-digit numbers, one addstens and tens, ones and ones; andsometimes it is necessary to composea ten.Math.Content.1.NBT.C.5Given a two-digit number, mentallyfind 10 more or 10 less than thenumber, without having to count;explain the reasoning used.CCSS Checklist—Grade 1 Math6Teacher Created Resources
Use place value understanding and properties of operations to add and dDateReassessedNotesMath.Content.1.NBT.C.6Subtract multiples of 10 in the range10-90 from multiples of 10 in therange 10–90 (positive or zerodifferences), using concrete models ordrawings and strategies based onplace value, properties of operations,and/or the relationship betweenaddition and subtraction; relate thestrategy to a written method andexplain the reasoning used.CCSS Checklist—Grade 1 Math7Teacher Created Resources
Measurement & DataMeasure lengths indirectly and by iterating length .MD.A.1Order three objects by length;compare the lengths of two objectsindirectly by using a third object.Math.Content.1.MD.A.2Express the length of an object as awhole number of length units, bylaying multiple copies of a shorterobject (the length unit) end to end;understand that the lengthmeasurement of an object is thenumber of same-size length units thatspan it with no gaps or overlaps.Limit to contexts where the objectbeing measured is spanned by awhole number of length units with nogaps or overlaps.Tell and write h.Content.1.MD.B.3Tell and write time in hours and halfhours using analog and digital clocks.CCSS Checklist—Grade 1 Math8Teacher Created Resources
Represent and interpret eReassessedNotesMath.Content.1.MD.C.4Organize, represent, and interpretdata with up to three categories; askand answer questions about the totalnumber of data points, how many ineach category, and how many moreor less are in one category than inanother.CCSS Checklist—Grade 1 Math9Teacher Created Resources
GeometryReason with shapes and their ish between definingattributes (e.g., triangles are closedand three-sided) versus non-definingattributes (e.g., color, orientation,overall size); build and draw shapesto possess defining attributes.Math.Content.1.G.A.2Compose two-dimensional shapes(rectangles, squares, trapezoids,triangles, half-circles, and quartercircles) or three-dimensional shapes(cubes, right rectangular prisms, rightcircular cones, and right circularcylinders) to create a compositeshape, and compose new shapes fromthe composite shape.Math.Content.1.G.A.3Partition circles and rectangles intotwo and four equal shares, describethe shares using the words halves,fourths, and quarters, and use thephrases half of, fourth of, and quarterof. Describe the whole as two of, orfour of the shares. Understand forthese examples that decomposinginto more equal shares createssmaller shares.CCSS Checklist—Grade 1 Math10Teacher Created Resources
CCSS Checklist—Grade 1 Literature 1 Teacher Created Resources Reading: Literature Key Ideas and Details Standard Date Taught Date Retaught Date Assessed Date Reassessed Notes ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. ELA-Literacy.RL.1.2 Retell stories
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
skip grade 4 math and take grade 5 math while still in grade 4 Student A, now in grade 4, qualifies for SSA and enrolls in the accelerated course, which is grade 5 math Student A, after completing grade 5 math while in grade 4, takes the grade 4 End‐of‐Grade test Grade‐Level Grade 3 Grade 4 Grade 4
C. Divisions of Competition – All divisions will be Grade Based as of October 1, 2018. (2nd grade, 3rd grade, 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, 9th grade, 10th grade, 11th grade and 12th grade). D. Tournament Days – The National Championship
