1st Grade ELA - JMCSS
1st Grade ELACCSS Standard (OLD)Foundational Literacy StandardsNotesTN Standard (NEW)Foundational Literacy StandardsPrint Concepts1. Demonstrate understanding of the organization and basic featuresof print. a. Recognize the distinguishing features of a sentence(e.g., first word, capitalization, ending punctuation).Phonological AwarenessPrint Concept –Standard #11.FL.PC.1 Demonstrate understanding of the organization and basicfeatures of print. a. Recognize the distinguishing features of a sentence,such as first word, capitalization, and ending punctuation.Phonological Awareness-Standards #22. Demonstrate understanding of spoken words, syllables, and sounds(phonemes).a. Distinguish long from short vowel sounds in spoken single-syllablewords.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 sequenceof individual sounds (phonemes).1.FL.PA.2. Demonstrate understanding of spoken words, syllables, andsounds (phonemes).a. Distinguish long from short vowel sounds in spoken single-syllablewords.b. Orally produce single-syllable words by blending sounds (phonemes) inspoken single-syllable words.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 ofindividual sounds (phonemes)Phonics and Word RecognitionPhonics and Word Recognition Standard #33. Know and apply grade-level phonics and word analysis skills indecoding words.a. Know the spelling-sound correspondences for common consonantdigraphs.b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel team conventions forrepresenting long vowel sounds.d. Use knowledge that every syllable must have a vowel sound todetermine the number of syllables in a printed word.e. Decode two-syllable words following basic patterns by breaking thewords into syllables.f. Read words with inflectional endings.1.FL.PWR.3 Know and apply grade-level phonics and word analysis skillswhen decoding isolated words and in connected text.a. Know the sound-spelling correspondence for common consonantdigraphs.b. Decode regularly spelled one-syllable words.c. Know the final –e and common vowel team conventions forrepresenting long vowel sounds, including r controlled vowels. d. Useknowledge that every syllable must have a vowel sound to determine thenumber of syllables in a printed word.e. Decode two-syllable words following basic patterns by breaking thewords into syllables.f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled wordsg. Recognize and read grade-appropriate irregularly spelled words.h. Read grade-level decodable text with purpose and understandingconfirm or self-correct word recognition and understanding of words;reread as necessary.Word CompositionWord Composition- Standard #41.FL.WC.4 Know and apply grade-level phonics and word analysis skillswhen encoding words; write legibly.a. Use conventional spelling for one-syllable words with commonconsonant spelling patterns, including consonant diagraphs, double letters,and initial and final consonant blends.b. Use conventional spelling for one-syllable words with common vowelspelling patterns including VCVe, common vowel teams, final -y, and rcontrolled vowels.c. Spell words with inflectional endings.d. Spell two-syllable words that end in -y or -ly, are compounds, or havetwo closed syllables.e. Spell untaught words phonetically, drawing on phonemic awareness andspelling conventions.f. Write many common, frequently used words and some irregular words.g. Print all upper and lowercase letters.Fluency4. Read with sufficient accuracy and fluency to supportcomprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, andexpression on successive readings.c. Use context to confirm or self-correct word recognition andunderstanding, rereading as necessary.Fluency Standards #51.FL.F.5 Read with sufficient accuracy and fluency to supportcomprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, andexpression on successive readings.c. Use context to confirm or self-correct word recognition andunderstanding of words; reread as necessary.
Conventions of Standard EnglishSentence Composition-Standard #61. Demonstrate command of the conventions of standard Englishgrammar and usage when writing or speaking.a. Print all upper- and lowercase letters.b. Use common, proper, and possessive nouns.c. Use singular and plural nouns with matching verbs in basicsentences (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 willwalk 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 compounddeclarative, interrogative, imperative, and exclamatory sentencesin response to prompts.2. Demonstrate command of the conventions of standard Englishcapitalization, 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 spellingpatterns and for frequently occurring irregular words.e. Spell untaught words phonetically, drawing on phonemicawareness and spelling conventions1.FL.SC.6 Demonstrate command of the conventions of standard Englishgrammar and usage when speaking and conventions of standard Englishgrammar and usage, including capitalization and punctuation, whenwriting.a. Use common, proper, and possessive nouns.b. Use singular and plural nouns with correct verbs in basic sentences.c. Use personal, possessive, and indefinite pronouns.d. Use verbs to convey a sense of past, present, and future.e. Use frequently occurring adjectives.f. Use frequently occurring conjunctions.g. Use articles and demonstratives.h. Use frequently occurring prepositions such as during, beyond, andtoward.i. Produce and expand simple and compound declarative, interrogative,imperative, and exclamatory sentences in response to prompts.j. Capitalize names of people and dates.k. End sentences with correct punctuation.l. Use commas in dates and to separate single words in a series.Vocabulary Acquisition and UseVocabulary Acquisition-Standard #7
4. Determine or clarify the meaning of unknown and multiplemeaning 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 orphrase.b. Use frequently occurring affixes as a clue to the meaning of a word.c. Identify frequently occurring root words (e.g., look) and theirinflectional forms (e.g., looks, looked, looking).5. With guidance and support from adults, demonstrateunderstanding of word relationships and nuances in word meanings.a. Sort words into categories (e.g., colors, clothing) to gain a sense ofthe concepts the categories represent.b. Define words by category and by one or more key attributes (e.g., aduck 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 meaningamong verbs differing in manner (e.g., look, peek, glance, stare, glare,scowl) and adjectives differing in intensity (e.g., large, gigantic) bydefining or choosing them or by acting out the meanings.6. Use words and phrases acquired through conversations, readingand being read to, and responding to texts, including using frequentlyoccurring conjunctions to signal simple relationships (e.g., because).1.FL.VA.7a Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 1 reading and content,choosing flexibly from an array of strategies.i. Use sentence-level context as a clue to the meaning of a word or phrase.ii. Use frequently occurring affixes as a clue to the meaning of a word.iii. Identify frequently occurring root words and their inflectional forms.ReadingReadingKey Ideas and DetailsKey Ideas and Details Standard #11.FL.VA.7b With guidance and support from adults, demonstrateunderstanding of word relationships and nuances in word meanings.i. Sort words into categories to gain a sense of the concepts the categoriesrepresent.ii. Define words by category and by one or more key attributes.iii. Identify real-life connections between words and their use. iv.Distinguish shades of meaning among words by defining or choosing themor by acting out the meanings.1.FL.VA.7c Use words and phrases acquired through conversations, readingand being read to, and responding to texts, including using frequentlyoccurring conjunctions to signal simple relationshipsLiteratureLiteratureInformation Text1. Ask and answer questions about key details in a text.1.RL.KID.1 Ask and answerquestions about key detailsin a text.1.RI.KID.1 Ask and answerquestions about key details in atext.Informational Text1. Ask and answer questions about key details in a textKey Ideas and DetailsKey Ideas and Details Standard #2
Literature2. Retell stories, including key details, and demonstrate understandingof their central message or lesson.Informational Text2. Identify the main topic and retell key details of a text.Key Ideas and DetailsLiterature3. Describe characters, settings, and major events in a story, using keydetails.Informational Text3. Describe the connection between two individuals, events, ideas, orpieces of information in a text.Craft and StructureLiterature4. Identify words and phrases in stories or poems that suggest feelingsor appeal to the sensesInformational Text4. Ask and answer questions to help determine or clarify the meaningof words and phrases in a textCraft and StructureLiteratureInformational Text1.RL.KID.2 Retell stories,including key details, anddemonstrate understanding oftheir central message orlesson1.RI.KID.2 Identify the maintopic and retell key details of atext.Key Ideas and Details Standard #3LiteratureInformational Text1.RL.KID.3 Using graphicorganizers or including writtendetails and illustrations whendevelopmentally appropriate,describe characters, settings,and major events in a storyusing key details.1.RI.KID.3 Using graphicorganizers or including writtendetails and illustrations whendevelopmentally appropriate,describe the connectionsbetween two individuals,events, ideas, or pieces ofinformation in a text.Craft and Structure Standard #4LiteratureInformational Text1.RL.CS.4 Identify words andphrases in stories and poemsthat suggest feelings or appealto the senses.1.RI.CS.4 Determine themeaning of words and phrasesin a text relevant to a grade 1topic or subject area.Craft and Structure Standard #5
Literature5. Explain major differences between books that tell stories and booksthat give information, drawing on a wide reading of a range of texttypes.Informational Text5. Know and use various text features (e.g., headings, tables ofcontents, glossaries, electronic menus, icons) to locate key facts orinformation in a text.Craft and StructureLiterature6. Identify who is telling the story at various points in a textInformational Text6. Distinguish between information provided by pictures or otherillustrations and information provided by the words in a text.Integration of Knowledge and IdeasLiterature7. Use illustrations and details in a story to describe its characters,setting, or events.Informational Text7. Use the illustrations and details in a text to describe its key ideas.Integration of Knowledge and IdeasLiterature8. (Not applicable to literature)Informational Text8. Identify the reasons an author gives to support points in a text.Integration of Knowledge and IdeasLiteratureLiteratureInformational Text1.RL.CS.5 Explain majordifferences between booksthat tell stories and books thatgive information, drawing on awide range of text types.1.RI.CS.5 Know and use varioustext features to locate keyfacts or information in a text.Craft and Structure Standard #6LiteratureInformational Text1.RL.CS.6 Identify who is tellingthe story at various points in atext.1.RI.CS.6 Distinguish betweeninformation provided bypictures or other illustrationsand information provided bythe words in a text.Integration of Knowledge and Ideas Standard #7LiteratureInformational Text1.RL.IKI.7 Either orally or in1.RI.IKI.7 Either orally or inwriting when appropriate, use writing when appropriate, useillustrations and words in a text the illustrations and words in ato describe its characters,text to describe its key ideas.setting, or events.Integration of Knowledge and Ideas Standard #8LiteratureInformational Text1.RI.IKI.8 Identify the reasonsNot Applicable to Literaturean author provides to supportpoints in a text.Integration of Knowledge and Ideas Standard #9LiteratureInformational Text
9. Compare and contrast the adventures and experiences ofcharacters in stories.Informational Text9. Identify basic similarities in and differences between two texts onthe same topic (e.g., in illustrations, descriptions, or procedures).Range of Reading and Level of Text ComplexityLiterature10. With prompting and support, read prose and poetry ofappropriate complexity for grade 1.Informational Text10. With prompting and support, read informational textsappropriately complex for grade 1.Speaking and ListeningComprehension and Collaboration1. Participate in collaborative conversations with diverse partnersabout grade 1 topics and texts with peers and adults in small andlarger groups. a. Follow agreed-upon rules for discussions (e.g.,listening to others with care, speaking one at a time about thetopics and texts under discussion).b. Build on others’ talk in conversations by responding to thecomments of others through multiple exchanges.c. Ask questions to clear up any confusion about the topics andtexts under discussion.Comprehension and Collaboration2. Ask and answer questions about key details in a text read aloud orinformation presented orally or through other mediaComprehension and Collaboration1.RL.IKI.9 Compare and1.RI.IKI.9 Identify basiccontrast the adventures andsimilarities and differencesexperiences of characters inbetween two texts on thestories including written details same topic including writtenand illustrations whendetails and illustrations whendevelopmentally appropriate.developmentally appropriate.Range of Reading and Level of Text Complexity Standard #10LiteratureInformational Text1.RL.RRTC.10 With prompting1.RI.RRTC.10 With promptingand support, read stories andand support, Readpoems of appropriateinformational texts ofcomplexity for grade 1.appropriate complexity forgrade 1.Speaking and ListeningComprehension and Collaboration Standard #11.SL.CC.1 Participate with varied peers and adults in collaborativeconversations in small or large groups about appropriate 1st grade topicsand texts.Linking StandardsFL.F.5 RL.1-7, 9, 10 RI.1-10 W.1-3, 5-8Comprehension and Collaboration Standard #21.SL.CC.2 Ask and answer questions about key details in a text read aloudor information presented orally or through other media.Linking StandardsFL.VAC.7 Reading Cornerstone Standards 1 and 10 RL/RI.7 W.8Comprehension and Collaboration Standard #31.SL.CC.3 Ask and answer questions about what a speaker says in order togather additional information or clarify something that is not understood.Linking Standards
3. Ask and answer questions about what a speaker says in order togather additional information or clarify something that is notunderstood.Presentation of Knowledge and Ideas4. Describe people, places, things, and events with relevant details,expressing ideas and feelings clearly.Presentation of Knowledge and Ideas5. Add drawings or other visual displays to descriptions whenappropriate to clarify ideas, thoughts, and feelingsPresentation of Knowledge and Ideas6. Produce complete sentences when appropriate to task andsituation. (See grade 1 Language standards 1 and 3 on page 16 forspecific expectations.)WritingText Types and Purposes1. Write opinion pieces in which they introduce the topic or name thebook they are writing about, state an opinion, supply a reason forthe opinion, and provide some sense of closure.Text Types and Purposes2. Write informative/explanatory texts in which they name a topic,supply some facts about the topic, and provide some sense ofclosure.Text Types and Purposes3. Write narratives in which they recount two or more appropriatelysequenced events, include some details regarding what happened,use temporal words to signal event order, and provide some sense ofclosure.FL.7 RL1 RI1Presentation of Knowledge and Ideas Standards #41.SL.PKI.4 Describe people, places, things, and events with relevant details,expressing ideas and feelings clearly.Linking StandardsRL.1, 2, 3 RI.1, 2, 3 W2-3, 4, 7Presentation of Knowledge and Ideas Standard #51.SL.PKI.5 Add drawings or other visual displays to descriptions, whenappropriate, to clarify ideas, thoughts, and feelings.Linking StandardsRI.7, 8, 9 W.6, 8Presentation of Knowledge and Ideas Standard #61.SL.PKI.6 With prompting and support, speak in complete sentenceswhen appropriate to task and situation.Linking StandardsFL. 6 W.4-5WritingText Types and Protocol Standard #11.W.TTP.1 With prompting and support, write opinion pieces introducingthe topic or text, stating an opinion, supplying a reason for the opinion,and providing some sense of closure.Text Types and Protocol Standards #21.W.TTP.2 With prompting and support, write informative/explanatorytexts, naming a topic, supplying some facts about the topic, and providingsome sense of closure.Text Types and Protocol Standard #31.W.TTP.3 With prompting and support, write narratives recounting anevent, including some details to describe actions, thoughts, and feelings;use time order words to signal event order and provide some sense ofclosure.
Production and Distribution of Writing4. (Begins in grade 3)Production and Distribution of Writing Standard #41.W.PDW.4 With guidance and support, produce clear and coherentwriting in which the development, organization, and style are appropriateto task, purpose, and audience. (Grade specific expectations for writingtypes are defined in standards 1-3 above.)Production and Distribution of WritingProduction and Distribution of Writing Standard #55. With guidance and support from adults, focus on a topic, respondto questions and suggestions from peers, and add details tostrengthen writing as neededProduction and Distribution of Writing1.W.PDW.5 With guidance and support from adults, focus on a topic,respond to questions and suggestions from others, and add details tostrengthen writing as needed.Production and Distribution of Writing Standard #66. With guidance and support from adults, use a variety of digitaltools to produce and publish writing, including in collaboration withpeers.Research to Build and Present Knowledge1.W.PDW.6 With guidance and support from adults, and in collaborationwith peers, explore a variety of digital tools to produce and publishwriting.Research to Build and Present Knowledge Standard #77. Participate in shared research and writing projects (e.g., explore anumber of “how-to” books on a given topic and use them to write asequence of instructions).Research to Build and Present Knowledge1.W.RBPK.7 Participate in shared research and writing projects, such asexploring a number of “how to” books on a given topic and using them towrite a sequence of instructions.Research to Build and Present Knowledge Standard #88. With guidance and support from adults, recall information fromexperiences or gather information from provided sources to answer aquestion.Research to Build and Present Knowledge1.W.RBPK.8 With guidance and support from adults, recall informationfrom experiences or gather information from provided sources to answer aquestion.Research to Build and Present Knowledge Standard #99. (Begins in grade 4)Research to Build and Present KnowledgeResearch to Build and Present Knowledge Standard #1010. (Begins in grade 3)1.W.RW.10 With guidance and support from adults, engage routinely inwriting activities to promote writing fluency and build writing stamina.
1.FL.WC.4 Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. a. Use conventional spelling for one-syllable words with common consonant spelling patterns, including consonant diagraphs, double letters, an
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
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
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
A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
1200 South St. Francis Drive P.O. Box 5374 Santa Fe, NM 87502-5374 Telephone: (505) 827-0951 NOTES: January 1st February 1st March 1st April 1 st May 1st June 1st July 1st August 1 st September 1st October 1st November 1st December 1st January 31st February 28th or 29th March 31st April 30 th May 31st June 30th July 31st August 31 st September .
MCPS 1st Grade ELA Pacing Guide 2022-2023 Chart above indicates which standards are assessed on the Wonders Unit Assessments (highlighted). Other initial assessment suggestions are based on the Wonders curriculum, but are not directly assessed in the Unit Assessments. 1st Grade ELA - Year at a Glance
Summer 2018 ELA Course Registration Guide (pg.2) (pg.2) Email Directory and ELA T.Q. Quick Links . ELA 103: The Denver ELA Program ELA 104: Academic Language in the Content Areas .
FSA ELA Session Timing The FSA ELA includes the Text-Based Writing Component, administered separately from the rest of FSA ELA to allow time for hand-scoring; will be reported as part of a single ELA score. Headphones are required for all students for Grades 5- 11 ELA listening items (CBT). External keyboards are strongly recommended. 11
