LCUSD WORKING DRAFT ENGLISH-LANGUAGE ARTS CONTENT STANDARDS
Grade One
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Standard
Concepts About Print
1.01
Match oral words to printed words.
Activities / Resources
Anchor Assessment
Vocabulary *Pocket Chart and Activities *
Journal Writing * Oral Reading * Word
Wall * Listening Center
Observation * Porfolio * District
High Frequency Words *
1.02
Identify the title and author of a reading
selection.
Identify using big books, class books and
anthologies
Teacher Observation * Self and Peer
assessment
1.03
Identify letters, words and sentences.
Vocabulary * Sentence Strips * Word
Wall * Pocket Chart * Flash Cards
Phonological Awareness * District
Wide Assessment Check List *
Teacher Observation
Big Book * Word Families * Phonics
game *Phonics Manipulative kit *Rhyme
posters * Celebration books
Teacher observation *Phonological
awareness * Skill Practice Book
*Celebration Books - identify in
small group with teacher
Big Book * Phonics Game *Phonics
Manipulative Kit *McCraken *Pocket Chart
Activites
Teacher observation *Teacher
generated check-list *Performance
based assessment
Phonemic Awareness
1.04
Distinguish initial, medial, and final sounds
in single-syllable words.
1.05
Distinguish long- and short-vowel sounds
in orally stated single-syllable words
(bit/bite).
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Grade One
WORKING DRAFT
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Phonemic Awareness
1.06
Create and state a series of rhyming words,
including consonant blends.
Rhyme Poster *Transparencies *Pocket
Chart *Word Families *Stories on tape
Oral Assessment *List of rhyming
words *Phonological awarness
1.07
Add, delete, or change target sounds to
change words (e.g., change cow to how;
pan to an).
Phonics Manipulative kit *Pocket Chart
*Word Families *McCraken *Poetry
Posters
Phonological Awareness *Teacher
Observation *Running Records
1.08
Blend two to four phonemes into
recognizable words (e.g., /c/a/t/=cat;
/f/l/a/t=flat).
Guided Reading *Phonics Manipulative kit
*Pocket Chart *Shared Reading
Teacher Observation *Phonological
Awareness *Running Records
*CRI (Year End)
1.09
Segment single syllable words into their
components (e.g., /c/a/t/=cat;
/s/p/l/a/t/=splat; /r/i/ch/=rich).
Guided Reading *Phonics Maniulative Kit
*Pocket Chart * Shared Reading
Teacher Observation *Phonological
Awareness *Running Records
Rhyme Poster *Anthology Stories
*Celebration Books *Hear, See, Say, Write,
Read Specific Skill
Teacher Observation * Practice Book
*Running Records *Celebration
Books
Word Wall *Vocabulary *Spelling
Activities *Sight Word Bingo *Guided
Reading
Spelling Test *District Check List
*Running Records *Teacher
Observation
Decoding and Word Recognition
1.10
Generate the sounds from all the letters and
letter patterns, including consonant blends
and long- and short-vowel patterns (i.e.,
phonograms), and combine those sounds
into recognizable words.
1.11
Read common, irregular sight words (e.g.,
the, have, said, come, give, of)
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Grade One
WORKING DRAFT
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Decoding and Word Recognition
1.12
Use knowledge of vowel digraphs and
r-controlled letter-sound associations to read
words.
Anthology Stories *Phonics Game
*Practice Book *Word Families *High
Frequency Works * Celebration Books
Running Records * Teacher
Observation small and large group
*Tape Record Student's reading
1.13
Read compound words and contractions.
Phonics Games *Shared Reading with Big
Books *Practice Book *McCraken
Running Records *District
Check-list *Teacher Observation
1.14
Read inflectional forms (e.g., -s, -ed, -ing)
and root words (e.g., look, looked,
looking).
Poetry Posters *DOL *Practice Book
*Guided Reading *Shared Reading
Running Records *Teacher
Observation *Tape Student's
Reading *CRI (Year End) *District
Check list
1.15
Read common word families (e.g., -ite, -ate).
Pocket Chart *Poetry Posters *McCraken
*Phonics Games *Spelling * Practice
Book
Running Records *Teacher
Observation
1.16
Read aloud with fluency in a manner that
sounds like natural speech.
Retail Stories * Shared Reading *Guided
Reading
Tape the student's reading
*Running Records *CRI
Picture Cards *Pocket Chart *Practice
Book *Manipulatives
Teacher Observation *Teacher
generated skill sheets
Vocabulary and Concept Development
1.17
Classify grade-appropriate categories of
words (e.g., concrete collections like animals
and foods).
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Grade One
WORKING DRAFT
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2.0 Reading Comprehension
Standard
Structural Features of Informational Materials
2.01
Identify text that uses sequence or other
logical order.
Activities
Assessment
Sequence Strips *Pocket Chart Activities
*Practice Books *Transparency * Use
Literary Pattern to create class book
Oral sequencing of the story *10
important sentences
Comprehension and Analysis of Grade-Level-Appropriate Text
2.02
Respond to who, what, when, where, and
Story Map *Small Group and large group
how questions.
oral reading *Practice Book *CRI
Teacher generated questions both
orally and written
2.03
Follow one-step written instructions.
Practice Book
Observation
2.04
Use context to resolve ambiguities about
word and sentence meanings.
Big Book Activities *Practice Book
*Sentence Strip / Pocket Chart Activites
*Guided Reading
Teacher Observation *Guided
Reading
2.05
Confirm predictions about what will happen
next in text by identifying key words (i.e.,
signpost words).
Guided Reading *Shared Reading *Pocket
Chart *Pair/Share
Teacher Observation *Pair / Share
2.06
Relate prior knowledge to textual
information.
Pre-reading discussion *KWL chart *Story
Map
Teacher Observation *CRI (Year
End)
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Grade One
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Comprehension and Analysis of Grade-Level-Appropriate Text
2.07
Retell the central ideas of simple expository
Practice Book *Pocket Chart Stories *Role
or narrative passages.
Playing (drama, puppet) *Round-Robin
Reading
Teacher Observation large and small
group *Performace Assessment
3.0 Literary Response and Analysis
Standard
Activities
Assessment
Narrative Analysis of Grade Level Appropriate Text
3.01
Identify and describe the story elements of
plot, setting, and characters, including the
story’s beginning, middle, and ending.
Story Map (Whole Calss *pre-writing
activities *practice book *Core Literature
*Elements of A Story Chart
Teacher Observation *Student
Created Story Map
3.02
Describe the roles of authors and illustrators
and their contributions to print materials.
Anthologies Meet the Author *Author
studies *Class Books *Author / Issustrator
(Visit Web Sites and Activities)
Oral or Written response
3.03
Recollect, talk, and write about books read
during the school year.
Create class books *Journal *Book Talks
*Written / Oral Book Reports *Create
Personal Stories
Share and Asses
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Grade One
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WRITING
1.0 Writing Strategies
Standard
Organization and Focus
1.01
Select a focus when writing.
1.02
Use descriptive words when writing.
Penmanship
1.03
Print legibly and space letters, words, and
sentences appropriately.
Activities
Assessment
Story Maps * Brainstorming *Teacher
Modeling *Duscuss *Pocket Chart Stories
District Writing assessment Rubric
*Portfolio *Peer Reading of story
Teacher Modeling *Illustrate *Teacher
Duscussion *Brainstorm *Descriptive
Word Cards *Journal
District Writing Assessment Rubric
*Portfolio
Printing Skills Checklist *Handwriting
Center *McCraken *Writing Center
District Writing Assessment Rubric
*Portfolio *Anedotal Records
2.0 Writing Applications (Genres and Their Characteristics)
Standard
Activities
Assessment
Using the writing strategies outlined in the previous standard, students
2.01
Write brief narratives (e.g., fictional,
Modeling *Journal *Writers Workshop
autobiographical) describing an experience.
*Class Books *Daily News
Writing Assessment
2.02
Writing Assessment *Portfolios
Write brief expository descriptions of a real
object, person, place, or event using
sensory details.
Friday, June 20, 2003
Guided Writing *Modeling *Journal
*Writers Workshop *Story Maps *Class
Books
Grade One
WORKING DRAFT
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WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
1.0 Written and Oral English Language Conventions
Standard
Sentence Structure
1.01
Write and speak in complete, coherent
sentences.
Grammar
1.02
Identify and correctly use singular and
plural nouns.
1.03
Identify and correctly use contractions (e.g.,
isn’t, aren’t, can’t, won’t) and singular
possessive pronouns (e.g., ‘s, my/mine,
his/her, hers, your/s) in writing and
speaking.
Punctuation
1.04
Distinguish between declarative,
exclamatory, and interrogative sentences.
1.05
Use a period, exclamation point, or question
mark at the end of sentences.
Friday, June 20, 2003
Activities
Assessment
Echoing *Play/Drama *Author's Chair
*Share * Readers Theatre *Video Tape
*Kid Pix Record
Oral Presentation Rubric *Teacher
Observation *Peer Evaluation
DOL *Practice Book * Weekend News
*Journal Share
Teacher observation *Oral
Presentation Rubric *Anecdotal
Records
DOL *Practice Book *Shared Reading
*Centers *Skill Sheets
Anecdotal Records *Teacher
Observation
DOL *Practice Book *Guided Reading
*Guided Writing *Modeling by teacher
*Centers
Teacher Observation *Tape Record
Reading
DOL *Practice Book *Journal *Class
Books *Language experience *Skill
Centers *Model by Teacher *Writer's
Workshop
District Writing Assessment
*Portfolios
Grade One
WORKING DRAFT
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Punctuation
1.06
Use knowledge of the basic rules of
punctuation and capitalization when
writing.
DOL *Practice Book *Teacher Modeling
*Class Books *Jouranl
Teacher Observation *District
Writing *Published stories
*Portfolios
Capitalization
1.07
Correctly capitalize the first word of a
sentence, names of people, and the pronoun
"I".
DOL *Practice Book *Teacher Modeling
*Class Books
Teacher Observation *District
Writing Rubric *Published Stories
*Portfolio
Spelling
1.08
Spell three- and four-letter short-vowel
words and grade-level-appropriate sight
words correctly.
McCraken *District high Frequency Words
*Dictation Sentences
Spelling Tests *Teacher
Observation *1st Grade Lang. Arts
Assessment *District Writing
Assessment
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Grade One
WORKING DRAFT
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LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies
Standard
Comprehension
1.01
Listen attentively.
Activities
Assessment
Directed Drawing *Graphing *Listening
Center *Listening to stories *Tapes, CDs,
Records
Teacher Observation *Oral
Presentation Rubric *Anecodotal
Notes
1.02
Ask questions for clarification and
understanding.
Repeat Directions *Demonstrate instruction
*Retell instruction
Teacher Observation *Completed
Activities
1.03
Give, restate and follow simple two-step
directions.
Games *Demonstrate, re-tell, and repeat
instructions
Teacher Observation *Completed
Activity
Drama *Author's Chair *Oral Reports
*Book Talk *Teacher Modeling
Oral Presentation Rubric *Teacher
Observation
Weekend News *Share *Oral Reports
*Story Telling
Teacher Observation
Organization and Delivery of Oral Communications
1.04
Stay on the topic when speaking.
1.05
Use descriptive words when speaking about
people, places, things, and events.
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Grade One
WORKING DRAFT
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2.0 Speaking Applications (Genres and Their Characteristics)
Standard
Activities
Assessment
Using the speaking strategies outlined in the previous standard, students
2.01
Recite poems, rhymes, songs, and stories.
Poem for your pocket *Reading Stories
*Sing Songs *Chants *Presentations
*Share Stories
Teacher Observation *Video Tape
*Kid Pix
2.02
Retell stories using basic story grammar,
sequencing story events by answering who,
what, when, where, why, and how
questions.
Shared Stories *Share Journal *Share
Book Reports *Class Stories
Teacher Observation *Anecdotal
Records * Peer Evaluation
2.03
Relate an important life event or personal
experience in a simple sequence.
Journal Share *Peer Interviews *Student of
the Week
Teacher Observation *Peer
Evaluation
2.04
Provide descriptions with careful attention
to sensory detail.
Teacher Modeling *Re-Tell Stories Orally
*Echoing *Describing and listening
activities
Teacher Observation *Peer
Evaluation *Tape Records
Friday, June 20, 2003
Grade One
WORKING DRAFT
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