Standards Guide for 1st Grade ELA, Science, Math

Standards By Design:
First Grade for English Language Arts &

Literacy (CCSS),Science,English Language
Arts,Mathematics (CCSS) and Mathematics
Message to Students
Dear Student,
Theworldischangingquickly.Foryoutosucceedinschool,atwork,andinthecommunity,
youwillneedmoreskillsandknowledgethaneverbefore.Thesedays,readyforcollegeand
readyforworkessentiallymeanthesamething:readyforlife.
Gettinginshapeacademicallyisoneofthemostimportantthingsyoucandotopreparefora
successfulfuture.YourfuturestartswithOregonsacademicstandards.Thisbookletexplains
whatyoushouldknowandbeabletodoineachsubject,atyourgradelevel.
Pleasereviewthisguidewithyourteachersandshareitwithyourparentsandfamily.Tobe
readyfortomorrow,getintopacademicshapetoday.Youcanusethisguideyearroundto
checkyourprogress.
The Oregon Department of Education gratefully acknowledges the Indiana Department of Education for
allowing the modification of some of their materials for use in this document
Message to Parents
Dear Parent,
Educationisthebuildingblockofeverystudentsfuture.Toensureallstudentshavethe
opportunitytosucceed,Oregonhasadoptedworld-classacademicstandardsin
English/languagearts,mathematics,science,socialstudies,thearts,healtheducation,
physicaleducationandsecondlanguages.Theacademiccontentstandardsclearlyoutline
whatstudentsshouldknowandbeabletodoineachsubject,ateachgradelevel.Oregons
teachersarededicatedtohelpingallstudentsmeettheseexpectations.
Moreover,thesestandardsarethecornerstoneofthestatesplanforimprovingstudent
achievement.Theyprovideacomprehensiveblueprintforwhatwemustdotosupport
studentseverystepofthewayfromtheirearliestyearsthroughpost-highschooleducation.
Tobecompetitiveintodayseconomyandtoearnenoughtosupportafamily,allstudents
needtocontinuetheireducationbeyondhighschool,whetheratatwo-orfour-yearcollege,in
anapprenticeshipprogram,orinthemilitary.
Howcanyouhelpyourstudentmeetthesechallenges?Learningoccursmanyplaces,not
onlyintheclassroom.Studentsspendfarmoretimeathomethantheydoinschool.Howthey
spendtheirtimecanmakearealdifference.Nothingwillhaveabiggerimpactonyour
studentssuccessthanyourinvolvementinhisorhereducation.
Onthenextpageisalistof12thingsyoucandotohelpensureyourchildhasthebest
educationpossiblefrompreschooltopost-highschoolopportunities.Wehopeyouwilluse
thisguideasatooltohelpyourchildsucceedtodayandinthefuture.
Sincerely,
SusanCastillo
SuperintendentofPublicInstruction
Twelve things parents can do to help students succeed

1. Promote education beyond high school.Makesureyourchildknowsyouexpecthimor
hertocontinuelearningafterhighschool-itsnevertooearlytostartraisingthese
expectations.Tokeepourfamilies,communities,andeconomystrong,allstudentsneedto
keeplearning.
2. Build relationships with your childs teachers.Findoutwhateachteacherexpectsof
yourchild.Learnhowyoucanhelpyourchildpreparetomeettheseexpectations.
3. Read to your child.Readingisthefoundationforalllearningandisoneofthemost
importantcontributionsyoucanmaketoyourchildseducation.Readtoyouryoungchild,
encourageyourolderchildtoreadtoyou,orspendtimetogetherasafamilyreading.All
thishelpsyourchilddevelopstrongreadinghabitsandskillsfromthebeginningand
reinforcesthesehabitsandskillsasyourchildgrows.
4. Practice writing at home.Letters,journalentries,e-mailmessages,andgrocerylistsare
allwritingopportunities.Showthatwritingisaneffectiveformofcommunicationandthat
youwriteforavarietyofpurposes.
5. Make math part of everyday life.Payingbills,cooking,gardening,andevenplaying
gamesareallgoodwaystohelpyourchildunderstandandusemathematicsskills.Show
thattheremaybemanywaystogettotherightanswerandencourageyourchildto
explainhisorhermethod.
6. Ask your child to explain his or her thinking.Asklotsofwhyquestions.Children
shouldbeabletoexplaintheirreasoning,howtheycameupwiththeiranswer,andwhy
theychoseoneansweroveranother.
7. Expect that homework will be done. Keeptrackofyourchildshomeworkassignments
andregularlylookathisorhercompletedwork.Someteachersgiveparentsanumberto
callforarecordedmessageofthatdayshomework;othersputtheassignmentsonthe
Internet.Ifyourschooldoesntofferthesefeatures,talktotheteacherabouthowyoucan
getthisimportantinformation.Eveniftherearentspecificassignments,stayinformed
aboutwhatyourchildisworkingonsothatyoucanhelpathome.
8. Use the community as a classroom. Feedyourchildscuriosityabouttheworld365
daysayear.Usethelibrarytolearnmoreaboutthehistoryofyourtown.Avisittoa
farmersmarketcanhelpyourchildpictureourstatesrichagriculturaltradition.Takeyour
youngchildtozoosandparksandyourolderchildtomuseumsandworkplacestoshow
howlearningconnectstotherealworld.
9. Encourage group study. Openyourhometoyourchildsfriendsforinformalstudy
sessions.Promoteoutsideformalstudygroupsthroughchurch,schoolorganizations,or
othergroups.Studygroupswillbeespeciallyimportantasyourchildbecomesolderand
moreindependent.Thestudyhabitsyourchildlearnsnowwillcarryoverintocollegeand
beyond.
10. Spend time at school. Thebestwaytoknowwhatgoesoninyourchildsschoolisto
spendtimethere.Ifyoureaworkingparent,thisisnteasy,andyoumaynotbeabletodo
itveryoften.Evenso,onceinawhileisbetterthannever.
11. Start a college savings plan as soon as possible. InvestigateOregonsCollegeSavings

Planandotherinvestmentvehiclesandcontributeasmuchasyoucan.
12. Promote high standards for all. Toensuretheacademicsuccessofourchildren,
everyonemustworktowardthesamegoal.Discussacademicexpectationswithparents
andotherpeopleinyourcommunity.Useyourschoolandemployeenewsletters,athletic
associations,boosterclubs,aPTAorPTOmeeting,orjustacasualconversationto
explainwhyacademicstandardsareimportantandwhattheymeantoyouandyour
family.Shareyourtipsforhelpingyourownsonordaughtersucceedinschooland
encourageotherstosharetheirsuggestionsaswell.
Remember:Youarethemostimportantinfluenceonyourchild.Oregonsacademicstandards
giveyouimportanttoolstoensureyourchildgetsthebesteducationpossibleandiswell
preparedforthefuture.
Measuring Student Learning

Teachersusemanyapproachestomeasuringhowmuchtheirstudentsarelearning.
Assessmentscanbeadministeredaspartofgoodteachingtohelpteachersandparents
understandhowstudentsareprogressingwhilethelessonsarestillbeingtaught,and
assistinidentifyingacademicareaswherestudentsmayneedadditionalattention.
Assessmentsdevelopedbythestatethatcoveralargebroadamountofinformation
provideameasureofschoolaccountability-assistingschoolsintheireffortstoalign
curriculumandinstructionwiththestatesacademicstandardsandreportingprogressto
parentsandthepublic.InOregonthisassessmentiscalledtheOregonAssessmentof
KnowledgeandSkills,orOAKS.
What are the state assessments?
OAKSconsistsofthreebroadareas:
1. Knowledge and Skill Testspresentthestudentwithaseriesofquestionsorproblems
oncomputers.Thecomputerselectsitemsthatchallengethestudentsability.Asthetest
progresses,thecomputerbecomesmoreaccurateabouteachstudentsabilitysothatby
theendofthetest,theresultingscoreisveryaccurate.Thesetestsarerequiredingrades
3-8andhighschoolforEnglishLanguageArtsandmathematicsandforgrades5,8,and
highschoolinscience.AnoptionalknowledgeandskillstestisalsoavailableforSocial
Sciencesingrades5,8andhighschool.
2. State Writing Assessmentsrequirestudentstogiveextendedwrittenresponsesto
open-endedtopicsprovidedbythestateinasupervisedtestingsituation.Trainedratersat
state-runscoringsitesratestudentworkusingthestatescoringguide.Thisperformance
assessmentisrequiredingrade11.Somestudentstakethistestoncomputersandsome
writetheirresponsesonpaper.Districtsmakethedecisionregardingwhethertousethe
computertoadministerthewritingtestinpartbasedonthenumberofcomputersthatare
availableforstudentstouse.
3.Classroom Work Samplesareaseriesofformalclassroomassessmentsavailableto
Oregonteachersingrades3tohighschoolthatallowstudentsrespondtolocallyprovided
topicsorcomplexproblems.Studentworkisratedbyteachersintheirownschoolsor
districtsusingstatescoringguides.
Oregonschooldistrictsandpubliccharterschoolsarerequiredtoprovidestudentsingrades3
through8andonceinhighschoolwithannualopportunitiestodemonstratetheirprogressin
theskillareasWriting,Speaking,MathematicalProblem-Solving,andScientificInquiry(often
referredtoastheopportunity-to-learnrequirement).Districtsarefreetodeveloptheirown
localperformanceassessments,ortoadministerworksamplesscoredwiththeofficialstate
scoringguide(s)tosatisfythisrequirement.
WorksamplesmayalsobeusedforstudentstodemonstrateproficiencyintheEssentialSkills,
aspartoftheirgraduationrequirementtoreceivearegularhighschooldiploma(described
below).Inthosecases,districtsmustensurethatcertainadministrativeconditionshavebeen
met,andtheworksamplesmustmeettheachievementstandardapprovedbytheStateBoard
ofEducation.Itspossiblethatworksamplesadministeredtosatisfytheopportunity-to-learn
ofEducation.Itspossiblethatworksamplesadministeredtosatisfytheopportunity-to-learn
requirementcouldalsobeusedbystudentsasevidenceofEssentialSkillsproficiency,inorder
tomeetthegraduationrequirement.
How is student performance on these assessments measured?

Content StandardsdescribewhatstudentsinOregonshouldlearn.Howwellthecontentis
learnedisdeterminedbyAchievement Standards.Theseachievementstandards,orcut
scores,identifythescoreneededontheOAKStodemonstratesolidunderstandingofthe
contentstandards.
Thestatewritingassessmentandclassroomworksamplesarescoredusingstatescoring
guides.Asanassessmenttool,scoringguidesprovidespecificcriteriatodescribearangeof
possiblestudentresponsesandaconsistentsetofguidelinestoratestudentwork.Forthestate
writingassessment,studentworkisscoredbytwodifferentratersandtheirscorescombinedto
createacompositescore.
Sincethescoringguideservesastheprimaryassessmenttooltodeterminewhetherstudents
havemetthestandardsthroughacollectionofworksamples,teachersareaskedtocarefully
aligntheirclassroomassessmentstothecriteriadescribedonthescoringguide.
Are there graduation implications?

AspartofOregonsnewgraduationrequirements,studentsarerequiredtodemonstrate
proficiencyintheEssentialSkillsofReading,Writing,andMathinordertoearnaregularhigh
schooldiploma.SpecificEssentialSkillsgraduationrequirementsarebasedontheyearthe
studentfirstenrolledinGrade9,asshownbelow:
Enrolled in Grade 9 in 2008-09:Readandcomprehendavarietyoftext
Enrolled in Grade 9 in 2009-10:Readandcomprehendavarietyoftextand Write

clearlyandaccurately
Enrolled in Grade 9 in 2010-11 and beyond:Readandcomprehendavarietyoftext;

Writeclearlyandaccurately;andApplymathematicsinavarietyofsettings
TheStateBoardofEducationhasapprovedanumberofassessmentoptions,and
correspondingachievementstandards,forstudentstodemonstrateproficiencyintheEssential
Skills.Theseoptionsincludethestatewideassessment(OAKS),localperformance
assessments(worksamples),andseveralstandardizedtests,suchasACT,SAT,PLAN,PSAT,
Compass,ASSET,andWorkKeys.Studentsmayuseanyone,oracombinationofthe
approvedassessmentoptionstodemonstrateproficiencyintheEssentialSkills.Forexample,a
studentmightdemonstrateproficiencyintheEssentialSkillofReadingthroughOAKS,and
Writingthroughworksamples.
How will the adoption ofthe Common Core State Standards affect instruction and
assessment?
OnOctober28,2010,theOregonStateBoardofEducationadoptedtwonewsetsofstandards:
TheCommonCoreStateStandardsforEnglishLanguageArts&Literacyin
History/SocialStudies,Science,andTechnicalSubjects
The Common Core State Standards for Mathematics
TheCommonCoreStateStandards(CCSS)areasetofnationallearningexpectations
developedbyteachers,administrators,parents,andeducationexpertsfromaroundthecountry.
Thesestandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedto
learninK-12mathandEnglishlanguagearts.
ThesetwonewsetsofcontentstandardsreplaceOregonscurrentstandardsinEnglish
languageartsandmathematics.ThereisagreatdealofsimilaritybetweenOregonscurrent
standardsandtheCCSS;however,inthecomingyears,therewillbesomechangesinwhat
yourstudentwillbetaught.Someinformationwillbenewandsomecontentwillbetaughtina
differentgradelevelthaninthepast.
Yourstudentwillalsonoticesomechangesinhowstatetestsareconducted.Oregoneducation
expertsareworkingwithothersfromaroundthecountryondesigningacommonassessmentto
measurestudentproficiencyinthenewCommonCorestandards.Thisnewtestwillbeinplace
bythe2014-15schoolyear,soduringthetransition,newacademiccontentwillbetaughtto
studentsandschoolswillbegintopilotnewtests.
Thesechangesmeanyourchild,andstudentsacrossthestate,willbebetterpreparedtomeet
thenewcollegeandcareerreadyhighschoolgraduationrequirementsandleaveourschools
withastrongeducationalfoundationandtheskillsneededtosucceed.
FormoreinformationontheCommonCore,visit<http://www.ode.state.or.us/go/commoncore>.
Standardsareidentifiedbygrade,strand,andnumber(ornumberandletter,where
applicable);forexample,8.RL.1,meansgrade 8, Reading Literature, standard 1.
StandardsByDesign:FirstGradeforEnglishLanguageArts&Literacy
(CCSS),Science,EnglishLanguageArts,Mathematics(CCSS)andMathematics
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English Language Arts & Literacy (CCSS)

First Grade
InstructionintheCommonCoreStateStandards(CCSS)forEnglishLanguageArtsand
LiteracyinHistory/SocialStudies,Science,andTechnicalSubjectswillprepareOregon
studentstobeproficientinthefourstrandsoftheEnglishlanguagearts(ELA)
skillsReading,Writing,Language,andSpeakingandListening.Becausestudentsneed
grade-levelliteracyskillstoaccessfullcontentinschool,theemphasisintheCommonCore
istolearntoreadandwriteinELAandtodevelopthoseskills,specifictothecontent,inall
otherclasses.ForgradesK-5,theELAandsubject-arealiteracystandardsareintegrated;for
grades6-11/12,theyareseparatebutparallel.
Literature - The following standards offer a focus for instruction in literary text
and help ensure that students gain adequate exposure to a range of texts and
tasks. Rigor is also infused through the requirement that students read
increasingly complex texts through the grades.
KeyIdeasandDetails
AnchorStandard1:Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogical
inferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawn
fromthetext.
1.RL.1Askandanswerquestionsaboutkeydetailsinatext.
AnchorStandard2:Determinecentralideasorthemesofatextandanalyzetheirdevelopment;
summarizethekeysupportingdetailsandideas.
1.RL.2Retellstories,includingkeydetails,anddemonstrateunderstandingoftheircentralmessage
orlesson.
AnchorStandard3:Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthe
courseofatext.
1.RL.3Describecharacters,settings,andmajoreventsinastory,usingkeydetails.
CraftandStructure
AnchorStandard4:Interpretwordsandphrasesastheyareusedinatext,includingdetermining
technical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaning
ortone.
1.RL.4Identifywordsandphrasesinstoriesorpoemsthatsuggestfeelingsorappealtothesenses.
AnchorStandard5:Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,and
largerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
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1.RL.5Explainmajordifferencesbetweenbooksthattellstoriesandbooksthatgiveinformation,
drawingonawidereadingofarangeoftexttypes.
AnchorStandard6:Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
1.RL.6Identifywhoistellingthestoryatvariouspointsinatext.
IntegrationofKnowledgeandIdeas
AnchorStandard7:Integrateandevaluatecontentpresentedindiversemediaandformats,including
visuallyandquantitatively,aswellasinwords.
1.RL.7Useillustrationsanddetailsinastorytodescribeitscharacters,setting,orevents.
AnchorStandard8:Delineateandevaluatetheargumentandspecificclaimsinatext,includingthe
validityofthereasoningaswellastherelevanceandsufficiencyoftheevidence.
1.RL.8(Notapplicabletoliterature)
AnchorStandard9:Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuild
knowledgeortocomparetheapproachestheauthorstake.
1.RL.9Compareandcontrasttheadventuresandexperiencesofcharactersinstories.
RangeofReadingandLevelofTextComplexity
AnchorStandard10:Readandcomprehendcomplexliteraryandinformationaltextsindependentlyand
proficiently.
1.RL.10Withpromptingandsupport,readproseandpoetryofappropriatecomplexityforgrade1.
Informational Text - The following standards offer a focus for instruction in

informational text and help ensure that students gain adequate exposure to a
range of texts and tasks. Rigor is also infused through the requirement that
students read increasingly complex texts through the grades.
KeyIdeasandDetails
AnchorStandard1:Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogical
inferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawn
fromthetext.
1.RI.1Askandanswerquestionsaboutkeydetailsinatext.
AnchorStandard2:Determinecentralideasorthemesofatextandanalyzetheirdevelopment;
summarizethekeysupportingdetailsandideas.
1.RI.2Identifythemaintopicandretellkeydetailsofatext.
AnchorStandard3:Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthe
courseofatext.
1.RI.3Describetheconnectionbetweentwoindividuals,events,ideas,orpiecesofinformationina
text.
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CraftandStructure
AnchorStandard4:Interpretwordsandphrasesastheyareusedinatext,includingdetermining
technical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaning
ortone.
1.RI.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesina
text.
AnchorStandard5:Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,and
largerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
1.RI.5Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries,electronic
menus,icons)tolocatekeyfactsorinformationinatext.
AnchorStandard6:Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
1.RI.6Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformation
providedbythewordsinatext.
IntegrationofKnowledgeandIdeas
AnchorStandard7:Integrateandevaluatecontentpresentedindiversemediaandformats,including
visuallyandquantitatively,aswellasinwords.
1.RI.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.
AnchorStandard8:Delineateandevaluatetheargumentandspecificclaimsinatext,includingthe
validityofthereasoningaswellastherelevanceandsufficiencyoftheevidence.
1.RI.8Identifythereasonsanauthorgivestosupportpointsinatext.
AnchorStandard9:Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuild
knowledgeortocomparetheapproachestheauthorstake.
1.RI.9Identifybasicsimilaritiesinanddifferencesbetweentwotextsonthesametopic(e.g.,in
illustrations,descriptions,orprocedures).
RangeofReadingandLevelofTextComplexity
AnchorStandard10:Readandcomprehendcomplexliteraryandinformationaltextsindependentlyand
proficiently.
1.RI.10Withpromptingandsupport,readinformationaltextsappropriatelycomplexforgrade1.
Foundational Skills - These standards are directed toward fostering students

understanding and working knowledge of concepts of print, the alphabetic
principle, and other basic conventions of the English writing system. These
foundational skills are not an end in and of themselves; rather, they are
necessary and important components of an effective, comprehensive reading
program designed to develop proficient readers with the capacity to
comprehend texts across a range of types and disciplines.
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PrintConcepts
AnchorStandard:TherearenoanchorstandardsassociatedwithFoundationalSkills.
1.RF.1Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint.
a.Recognizethedistinguishingfeaturesofasentence(e.g.,firstword,capitalization,ending
punctuation).
PhonologicalAwareness
1.RF.2Demonstrateunderstandingofspokenwords,syllables,andsounds(phonemes).
a.Distinguishlongfromshortvowelsoundsinspokensingle-syllablewords.
b.Orallyproducesingle-syllablewordsbyblendingsounds(phonemes),includingconsonantblends.
c.Isolateandpronounceinitial,medialvowel,andfinalsounds(phonemes)inspokensingle-syllable
words.
d.Segmentspokensingle-syllablewordsintotheircompletesequenceofindividualsounds
(phonemes).
PhonicsandWordRecognition
1.RF.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.
a.Knowthespelling-soundcorrespondencesforcommonconsonantdigraphs.
b.Decoderegularlyspelledone-syllablewords.
c.Knowfinal-eandcommonvowelteamconventionsforrepresentinglongvowelsounds.
d.Useknowledgethateverysyllablemusthaveavowelsoundtodeterminethenumberofsyllables
inaprintedword.
e.Decodetwo-syllablewordsfollowingbasicpatternsbybreakingthewordsintosyllables.
f.Readwordswithinflectionalendings.
g.Recognizeandreadgrade-appropriateirregularlyspelledwords.
Fluency
1.RF.4Readwithsufficientaccuracyandfluencytosupportcomprehension.
a.Readgrade-leveltextwithpurposeandunderstanding.
b.Readgrade-leveltextorallywithaccuracy,appropriaterate,andexpressiononsuccessive
readings.
c.Usecontexttoconfirmorself-correctwordrecognitionandunderstanding,rereadingas
necessary.
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Writing - The following standards offer a focus for instruction in writing to

help ensure that students gain adequate mastery of a range of skills and
applications. Each year in their writing, students should demonstrate
increasing sophistication in all aspects of language use, and they should
address increasingly demanding content and sources.
TextTypesandPurposes
AnchorStandard1:Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,
usingvalidreasoningandrelevantandsufficientevidence.
1.W.1Writeopinionpiecesinwhichtheyintroducethetopicornamethebooktheyarewritingabout,
stateanopinion,supplyareasonfortheopinion,andprovidesomesenseofclosure.
AnchorStandard2:Writeinformative/explanatorytextstoexamineandconveycomplexideasand
informationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.
1.W.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthe
topic,andprovidesomesenseofclosure.
AnchorStandard3:Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffective
technique,well-chosendetails,andwell-structuredeventsequences.
1.W.3Writenarrativesinwhichtheyrecounttwoormoreappropriatelysequencedevents,include
somedetailsregardingwhathappened,usetemporalwordstosignaleventorder,andprovidesome
senseofclosure.
ProductionandDistributionofWriting
AnchorStandard4:Produceclearandcoherentwritinginwhichthedevelopment,organization,and
styleareappropriatetotask,purpose,andaudience.
1.W.4(Beginsingrade3)
AnchorStandard5:Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,
ortryinganewapproach.
1.W.5Withguidanceandsupportfromadults,focusonatopic,respondtoquestionsand
suggestionsfrompeers,andadddetailstostrengthenwritingasneeded.
AnchorStandard6:Usetechnology,includingtheInternet,toproduceandpublishwritingandto
interactandcollaboratewithothers.
1.W.6Withguidanceandsupportfromadults,useavarietyofdigitaltoolstoproduceandpublish
writing,includingincollaborationwithpeers.
ResearchtoBuildandPresentKnowledge
AnchorStandard7:Conductshortaswellasmoresustainedresearchprojectsbasedonfocused
questions,demonstratingunderstandingofthesubjectunderinvestigation.
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1.W.7Participateinsharedresearchandwritingprojects(e.g.,exploreanumberofhow-tobooks
onagiventopicandusethemtowriteasequenceofinstructions).
AnchorStandard8:Gatherrelevantinformationfrommultipleprintanddigitalsources,assessthe
credibilityandaccuracyofeachsource,andintegratetheinformationwhileavoidingplagiarism.
1.W.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgather
informationfromprovidedsourcestoansweraquestion.
AnchorStandard9:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,
andresearch.
RangeofWriting
AnchorStandard10:Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,and
revision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,and
audiences.
Speaking and Listening - The following standards offer a focus for instruction
each year to help ensure that students gain adequate mastery of a range of
skills and applications. Students advancing through the grades are expected
to meet each years grade-specific standards and retain or further develop
skills and understandings mastered in preceding grades.
ComprehensionandCollaboration
AnchorStandard1:Prepareforandparticipateeffectivelyinarangeofconversationsand
collaborationswithdiversepartners,buildingonothersideasandexpressingtheirownclearlyand
persuasively.
1.SL.1Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtexts
withpeersandadultsinsmallandlargergroups.
a.Followagreed-uponrulesfordiscussions(e.g.,listeningtootherswithcare,speakingoneata
timeaboutthetopicsandtextsunderdiscussion).
b.Buildonotherstalkinconversationsbyrespondingtothecommentsofothersthroughmultiple
exchanges.
c.Askquestionstoclearupanyconfusionaboutthetopicsandtextsunderdiscussion.
AnchorStandard2:Integrateandevaluateinformationpresentedindiversemediaandformats,
includingvisually,quantitatively,andorally.
1.SL.2Askandanswerquestionsaboutkeydetailsinatextreadaloudorinformationpresented
orallyorthroughothermedia.
AnchorStandard3:Evaluateaspeakerspointofview,reasoning,anduseofevidenceandrhetoric.
1.SL.3Askandanswerquestionsaboutwhataspeakersaysinordertogatheradditional
informationorclarifysomethingthatisnotunderstood.
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PresentationofKnowledgeandIdeas
AnchorStandard4:Presentinformation,findings,andsupportingevidencesuchthatlistenerscan
followthelineofreasoningandtheorganization,development,andstyleareappropriatetotask,
purpose,andaudience.
1.SL.4Describepeople,places,things,andeventswithrelevantdetails,expressingideasand
feelingsclearly.
AnchorStandard5:Makestrategicuseofdigitalmediaandvisualdisplaysofdatatoexpress
informationandenhanceunderstandingofpresentations.
1.SL.5Adddrawingsorothervisualdisplaystodescriptionswhenappropriatetoclarifyideas,
thoughts,andfeelings.
AnchorStandard6:Adaptspeechtoavarietyofcontextsandcommunicativetasks,demonstrating
commandofformalEnglishwhenindicatedorappropriate.
1.SL.6Producecompletesentenceswhenappropriatetotaskandsituation.(Seegrade1Language
standards1and3forspecificexpectations.)
Language - The following standards offer a focus for instruction to help

ensure that students gain adequate mastery of a range of skills and
applications. Students advancing through the grades are expected to meet
each years grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades.
ConventionsofStandardEnglish
AnchorStandard1:DemonstratecommandoftheconventionsofstandardEnglishgrammarandusage
whenwritingorspeaking.
1.L.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhen
writingorspeaking.
a.Printmanyupper-andlowercaseletters.
b.Usecommon,proper,andpossessivenouns.
c.Usesingularandpluralnounswithmatchingverbsinbasicsentences(e.g.,Hehops;Wehop).
d.Usepersonal,possessive,andindefinitepronouns(e.g.,I,me,my;they,them,their;anyone,
everything).
e.Useverbstoconveyasenseofpast,present,andfuture(e.g.,YesterdayIwalkedhome;TodayI
walkhome;TomorrowIwillwalkhome).
f.Usefrequentlyoccurringadjectives.
g.Usefrequentlyoccurringconjunctions(e.g.,and,but,or,so,because).
h.Usedeterminers(e.g.,articles,demonstratives).
i.Usefrequentlyoccurringprepositions(e.g.,during,beyond,toward).
j.Produceandexpandcompletesimpleandcompounddeclarative,interrogative,imperative,and
exclamatorysentencesinresponsetoprompts.
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AnchorStandard2:DemonstratecommandoftheconventionsofstandardEnglishcapitalization,
punctuation,andspellingwhenwriting.
1.L.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,and
spellingwhenwriting.
a.Capitalizedatesandnamesofpeople.
b.Useendpunctuationforsentences.
c.Usecommasindatesandtoseparatesinglewordsinaseries.
d.Useconventionalspellingforwordswithcommonspellingpatternsandforfrequentlyoccurring
irregularwords.
e.Spelluntaughtwordsphonetically,drawingonphonemicawarenessandspellingconventions.
KnowledgeofLanguage
AnchorStandard3:Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferent
contexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingor
listening.
1.L.3(Beginsingrade2)
VocabularyAcquisitionandUse
AnchorStandard4:Determineorclarifythemeaningofunknownandmultiple-meaningwordsand
phrasesbyusingcontextclues,analyzingmeaningfulwordparts,andconsultinggeneraland
specializedreferencematerials,asappropriate.
1.L.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbased
ongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.
a.Usesentence-levelcontextasacluetothemeaningofawordorphrase.
b.Usefrequentlyoccurringaffixesasacluetothemeaningofaword.
c.Identifyfrequentlyoccurringrootwords(e.g.,look)andtheirinflectionalforms(e.g.,looks,looked,
looking).
AnchorStandard5:Demonstrateunderstandingoffigurativelanguage,wordrelationshipsandnuances
inwordmeanings.
1.L.5Withguidanceandsupportfromadults,demonstrateunderstandingofwordrelationshipsand
nuancesinwordmeanings.
a.Sortwordsintocategories(e.g.,colors,clothing)togainasenseoftheconceptsthecategories
represent.
b.Definewordsbycategoryandbyoneormorekeyattributes(e.g.,aduckisabirdthatswims;a
tigerisalargecatwithstripes).
c.Identifyreal-lifeconnectionsbetweenwordsandtheiruse(e.g.,noteplacesathomethatare
cozy).
d.Distinguishshadesofmeaningamongverbsdifferinginmanner(e.g.,look,peek,glance,stare,
glare,scowl)andadjectivesdifferinginintensity(e.g.,large,gigantic)bydefiningorchoosingthem
orbyactingoutthemeanings.
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AnchorStandard6:Acquireanduseaccuratelyarangeofgeneralacademicanddomain-specific
wordsandphrasessufficientforreading,writing,speaking,andlisteningatthecollegeandcareer
readinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenencounteringan
unknowntermimportanttocomprehensionorexpression.
1.L.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,and
respondingtotexts,includingusingfrequentlyoccurringconjunctionstosignalsimplerelationships
(e.g.,because).
Science Numbering Key Example: K.2P.1

K=Grade
2=CoreStandardstrand(strandsare1=StructureandFunction;2=Interactionandchange;
3=ScientificInquiry;4=EngineeringDesign)
P=ScienceDiscipline(disciplinesareP=Physical;L=Life;E=EarthandSpace;S=
Scientificinquiry;D=EngineeringDesign)
1=Numberofthecontentstandardforthisgrade,strand,anddiscipline
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Science
First Grade
Firstgradesciencestudentsbuildtheirbasicunderstandingofthenaturalworldthrough
examinationofcharacteristicsandpropertiesofobjects,livingorganisms,andEarth
materials.Theybegintodevelopanunderstandingofhowlivingandnon-livingthingsinteract
astheylearnaboutthebasicneedsoflivingthingsandthemotionofobjectswhenaforceis
applied.Studentsexploretheuseofbasictoolsinobservingthenaturalworldandin
engineeringdesign.Theydeveloptheirskillsinmakingandrecordingobservationsandtheir
understandingofscientificinquiryandengineeringdesign.
*Itisessentialthatthesestandardsbeaddressedincontextsthatpromotescientificinquiry,
useofevidence,criticalthinking,makingconnections,andcommunication.
1.1StructureandFunction:Livingandnon-livingthingshavecharacteristicsand
properties.
1.1P.1Compareandcontrastphysicalpropertiesandcompositionofobjects.
1.1L.1Compareandcontrastcharacteristicsamongindividualswithinoneplantoranimalgroup.
1.1E.1ExaminecharacteristicsandphysicalpropertiesofEarthmaterials.
1.2InteractionandChange:Livingandnon-livingthingsinteract.
1.2P.1Describethemotionofobjectswhenaforceisapplied.
1.2L.1Describethebasicneedsoflivingthings.
1.3ScientificInquiry:Scienceexploresthenaturalworldusingevidencefrom
observations.
1.3S.1Identifyandusetoolstomakecarefulobservationsandanswerquestionsaboutthenatural
world.
1.3S.2Recordobservationswithpictures,numbers,orwrittenstatements.
Science Numbering Key Example: K.2P.1

K=Grade
2=CoreStandardstrand(strandsare1=StructureandFunction;2=Interactionandchange;
3=ScientificInquiry;4=EngineeringDesign)
P=ScienceDiscipline(disciplinesareP=Physical;L=Life;E=EarthandSpace;S=
Scientificinquiry;D=EngineeringDesign)
1=Numberofthecontentstandardforthisgrade,strand,anddiscipline
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1.3S.3Describewhyrecordingaccurateobservationsisimportantinscience.
1.4EngineeringDesign:Engineeringdesignisusedtodesignandbuildthingsto
meetaneed.
1.4D.1Identifybasictoolsusedinengineeringdesign.
1.4D.2Demonstratethatdesignedstructureshavepartsthatworktogethertoperformafunction.
1.4D.3Showhowtoolsareusedtocompletetaskseveryday.
MaterialinItalicsiseligibleforstatewideassessment.Boldtextisforsupportingclassroom
instructionandassessment.
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English Language Arts

First Grade
Firstgradestudentsbecomemoreindependentreadersandwriters.Theyrecognizeletter
sounds(phonemicawareness),seeletterpatterns,andidentifythebasicfeaturesofwords
andhowtodecodethemintospokenlanguage(phonics).Theysoundoutmorecomplex
vocabularyandcomprehendthemeaningsofthosewords.Theyreadorallyandsilentlya
varietyofgrade-level-appropriateclassicandcontemporaryliterature,folktales,informational
text,andalphabetbooks.Firstgradestudentsreadatthetargetrateof40-60wordscorrect
perminute(wcpm).Theydiscusswhattheyhaveread,talkingaboutmainideas,characters,
plot,andsetting.Theybegintowritestoriesandotheroriginalworks,andtheybegintouse
StandardEnglish.Theyrecitepoems,rhymes,songs,andstories,andtheymakeshort
presentations.
Reading
ConceptsofPrint:Analyzewords,recognizewords,andlearntoreadgrade-level
textfluentlyacrossthesubjectareas.
EL.01.RE.01 Identify letters, words, and sentences.
EL.01.RE.02 Match oral words to printed words.
EL.01.RE.03 Recognize that sentences start with capital letters and end with punctuation such
as periods, question marks, and exclamation points.
PhonemicAwareness:Analyzewords,recognizewords,andlearntoreadgradeleveltextfluentlyacrossthesubjectareas.
EL.01.RE.04 Create and state a series of rhyming words including consonant blends (e.g., flat,
slat).
EL.01.RE.05 Listen and distinguish initial, medial, and final sounds in single-syllable words.
EL.01.RE.06 Listen and distinguish long and short vowel sounds in stated single-syllable words
(bit/bite).
EL.01.RE.07 Listen and count the number of sounds in a syllable; count the number of syllables
in a word.
EL.01.RE.08 Orally blend two to four spoken phonemes (sounds) into recognizable words (e.g.,
/c/a/t/=cat; /f/l/a/t/=flat).
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EL.01.RE.09 Orally segment single syllable spoken words into their components (e.g., cat=/c/a/t;
splat=/s/p/l/a/t; rich=/r/i/ch).
EL.01.RE.10 Add, delete, or change target sounds to change words (e.g., change cow to how;
pan to an).
DecodingandWordRecognition:Analyzewords,recognizewords,andlearnto
readgrade-leveltextfluentlyacrossthesubjectareas.
EL.01.RE.11 Generate the sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns, and blend those sounds into recognizable words.
EL.01.RE.12 Use letter-sound correspondence knowledge to sound out unknown words.
EL.01.RE.13 Use knowledge of vowel digraphs and r-controlled letter-sound associations to
read words (e.g., ea in beat, and ea in ear).
EL.01.RE.14 Read compound words and contractions.
EL.01.RE.15 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked,
looking).
EL.01.RE.16 Read common word patterns (e.g., -ite, -ate in words such as gate, late, kite, and
bite).
EL.01.RE.17 Read common irregular sight words accurately and fluently (e.g., the, have, said,
come, give, of).
EL.01.RE.18 Read aloud grade-level text with accuracy and comprehension in a manner that
sounds like natural speech, using cues of punctuation to assist.
EL.01.RE.19 By the end of the first grade, read aloud unpracticed grade-level text at a target rate
of 40-60 wcpm (words correct per minute).
EL.01.RE.20 Read or demonstrate progress toward reading at an independent and instructional
reading level appropriate to grade level.
ListentoandReadInformationalandNarrativeText:Listento,read,and
understandawidevarietyofinformationalandnarrativetextacrossthesubject
areasatschoolandonown,applyingcomprehensionstrategiesasneeded.
EL.01.RE.21 Listen to, read, and understand a wide variety of grade-level informational and
narrative (story) text including children's magazines and newspapers, dictionaries, other
reference materials, online information, classic and contemporary literature, and poetry.
EL.01.RE.22 Demonstrate listening comprehension of more complex text through discussions.
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EL.01.RE.23 Monitor own reading and self-correct when an incorrectly identified word does not
fit with cues provided by the letters in the word or the context surrounding the word.
EL.01.RE.24 Notice when difficulties are encountered in understanding text.
Vocabulary:Increasewordknowledgethroughsystematicvocabularydevelopment;
determinethemeaningofnewwordsbyapplyingknowledgeofwordorigins,word
relationships,andcontextclues;verifythemeaningofnewwords;andusethose
newwordsaccuratelyacrossthesubjectareas.
EL.01.RE.25 Understand, learn, and use new vocabulary that is introduced and taught directly
through orally-read stories and informational text as well as student-read stories and
informational text.
EL.01.RE.26 Develop vocabulary by listening to and discussing both familiar and conceptually
challenging selections read aloud.
EL.01.RE.27 Classify categories of words (e.g., concrete collections of animals, foods, toys).
EL.01.RE.28 Use context to understand word and sentence meanings.
ReadtoPerformaTask:Find,understand,andusespecificinformationinavariety
oftextsacrossthesubjectareastoperformatask.
EL.01.RE.29 Read written directions, signs, captions, warning labels, and informational books.
EL.01.RE.30 Locate the title, name of author, name of illustrator, and table of contents.
EL.01.RE.31 Alphabetize a list of words by the first letter.
EL.01.RE.32 Read and understand simple one-step written instructions.
EL.01.RE.33 Obtain information from print illustrations.
EL.01.RE.34 Identify text that uses sequence or other logical order (explain how informational
text is different from a story).
InformationalText:DemonstrateGeneralUnderstanding:Demonstrategeneral
understandingofgrade-levelinformationaltextacrossthesubjectareas.
EL.01.RE.35 Describe new information gained from text in own words.
EL.01.RE.36 Answer simple written comprehension questions based on material read.
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InformationalText:DevelopanInterpretation:Developaninterpretationofgradelevelinformationaltextacrossthesubjectareas.
EL.01.RE.37 Make connections and discuss prior knowledge of topics in informational texts.
EL.01.RE.38 Discuss how, why, and what-if questions in sharing informational texts.
InformationalText:ExamineContentandStructure:Examinecontentandstructure
ofgrade-levelinformationaltextacrossthesubjectareas.
There are currently no Grade 1 grade-level foundations for Informational Text: Examine Content and
Structure.
Literature
ListentoandReadLiteraryText:Listentotextandreadtexttomakeconnections
andrespondtoawidevarietyofliteratureofvaryingcomplexity.
EL.01.LI.01 Listen to text and read text to make connections and respond to a wide variety of
significant works of children's literature--including poetry, fiction, non-fiction, and drama--from
a variety of cultures and time periods.
EL.01.LI.02 Demonstrate listening comprehension of more complex literary text through
discussions.
LiteraryText:DemonstrateGeneralUnderstanding:Demonstrategeneral
understandingofgrade-levelliterarytext.
EL.01.LI.03 Describe the roles of authors and illustrators.
EL.01.LI.04 Recollect, talk, and write about books read during the school year.
EL.01.LI.05 Retell the main events of the story describing the beginning, the middle, and the
end.
EL.01.LI.06 Sequence the events in the story.
LiteraryText:DevelopanInterpretation:Developaninterpretationofgrade-level
literarytext.
EL.01.LI.07 Relate prior knowledge to the story.
EL.01.LI.08 Predict and justify what will happen next in stories.
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LiteraryText:ExamineContentandStructure:Examinecontentandstructureof
grade-levelliterarytext.
EL.01.LI.09 Distinguish fantasy from realistic text.
Writing
Planning,Evaluation,andRevision:Pre-write,draft,revise,edit,andpublishacross
thesubjectareas.
EL.01.WR.01 With guidance, discuss ideas and select a focus when writing.
EL.01.WR.02 With assistance, compose fairly readable first drafts using some parts of the
writing process such as planning, drafting, rereading for meaning, and some self-correction.
Writing:Communicatesupportedideasacrossthesubjectareas,includingrelevant
examples,facts,anecdotes,anddetailsappropriatetoaudienceandpurposethat
engagereaderinterest;organizeinformationinclearsequence,making
connectionsandtransitionsamongideas,sentences,andparagraphs;anduse
precisewordsandfluentsentencestructuresthatsupportmeaning.
EL.01.WR.03 With assistance, write for different purposes and to a specific audience or person.
EL.01.WR.04 Develop an idea with an identifiable beginning, middle and end.
EL.01.WR.05 Sequence two or more events.
EL.01.WR.06 Use descriptive words when writing.
EL.01.WR.07 Write in complete sentences and distinguish whether simple sentences are
incomplete or fail to make sense.
Conventions:Spelling:Demonstrateknowledgeofspelling,grammar,punctuation,
capitalization,andpenmanshipacrossthesubjectareas.
EL.01.WR.08 Spell correctly three- and four-letter short vowel words (can, will).
EL.01.WR.09 Use spelling/phonics-based knowledge to spell independently when necessary.
EL.01.WR.10 Show spelling consciousness or sensitivity to conventional spelling.
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Conventions:Grammar:Demonstrateknowledgeofspelling,grammar,punctuation,
capitalization,andpenmanshipacrossthesubjectareas.
EL.01.WR.11 Identify and correctly write singular and plural nouns (cat/cats).
EL.01.WR.12 Identify and correctly write simple possessive pronouns (my/mine, his/hers).
Conventions:Punctuation:Demonstrateknowledgeofspelling,grammar,
punctuation,capitalization,andpenmanshipacrossthesubjectareas.
EL.01.WR.13 Correctly use periods (I like my dog.), exclamation points (Help!), and question
marks (Do you like to play ball?) at the end of sentences.
Conventions:Capitalization:Demonstrateknowledgeofspelling,grammar,
EL.01.WR.14 Capitalize the first word of a sentence, names of people, and the pronoun I.
Conventions:Handwriting:Demonstrateknowledgeofspelling,grammar,
EL.01.WR.15 Print legibly and space letters, words, and sentences appropriately.
WritingApplications:NarrativeWriting:Writenarrative,expository,andpersuasive
texts,usingavarietyofwrittenformsincludingjournals,essays,shortstories,
poems,researchreports,researchpapers,businessandtechnicalwritingto
expressideasappropriatetoaudienceandpurposeacrossthesubjectareas.
EL.01.WR.16 Write brief stories that describe an experience.
WritingApplications:ExpositoryWriting(K-3):Writenarrative,expository,and
persuasivetexts,usingavarietyofwrittenformsincludingjournals,essays,short
stories,poems,researchreports,researchpapers,businessandtechnical
writingtoexpressideasappropriatetoaudienceandpurposeacrossthesubjecta
EL.01.WR.17 Write simple expository descriptions of a real object, person, place, or event using
words that help the reader to see, feel, smell, taste, and hear what is being described.
EL.01.WR.18 Write simple directions.
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ResearchReportWriting:Investigatetopicsofinterestandimportanceacrossthe
subjectareas,selectingappropriatemediasources,usingeffectiveresearch
processes,anddemonstratingethicaluseofresourcesandmaterials.
EL.01.WR.19 With guidance, gather information about a topic and sort it into major categories.
Speaking and Listening

Speaking:Communicatesupportedideasacrossthesubjectareasusingoral,
visual,andmultimediaformsinwaysappropriatetotopic,context,audience,and
purpose;organizeoral,visual,andmultimediapresentationsinclearsequence,
makingconnectionsandtransitionsamongideasandelements;uselanguage
appropriatetotopic,context,audience,andpurpose;anddemonstratecontrolof
eyecontact,speakingrate,volume,enunciation,inflection,gestures,andothernonverbaltechniques.
EL.01.SL.01 Recite poems, rhymes, songs, and stories.
EL.01.SL.02 Stay on topic when speaking.
EL.01.SL.03 Retell stories using basic story grammar and relating the sequence of story events
by answering who, what, when, where, why, and how questions.
EL.01.SL.04 Relate an important life event or personal experience in a simple sequence.
EL.01.SL.05 With guidance, use descriptive words when speaking about people, places, things,
and events.
EL.01.SL.06 Speak clearly.
EL.01.SL.07 Look at listeners.
Listening:Listencriticallyandrespondappropriatelyacrossthesubjectareas.
EL.01.SL.08 Listen attentively.
EL.01.SL.09 Ask questions for clarification and understanding.
EL.01.SL.10 Give, restate, and follow simple two-step directions.
Analysis:Evaluatethesignificanceandaccuracyofinformationandideas
presentedinoral,visual,andmultimediacommunicationsacrossthesubjectareas.
There are currently no Grade 1 grade-level foundations for Analysis.
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K-8standardsaregroupedbycluster,andidentifiedbygrade,domain,andnumber;for
example,4.OA.3,meansgrade 4, Operations and Algebraic Thinking, standard 3.InHigh
School,standardsaregroupedbyconceptualcategory,domain,andnumber;forexample,
A.CED.1,meansAlgebra, Creating Equations, standard 1.
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Mathematics (CCSS)
First Grade
Mathematical Practices (1.MP)
TheStandardsforMathematicalPracticedescribevarietiesofexpertisethat
mathematicseducatorsatalllevelsshouldseektodevelopintheirstudents.
1.MP.1Makesenseofproblemsandpersevereinsolvingthem.
1.MP.2Reasonabstractlyandquantitatively.
1.MP.3Constructviableargumentsandcritiquethereasoningofothers.
1.MP.4Modelwithmathematics.
1.MP.5Useappropriatetoolsstrategically.
1.MP.6Attendtoprecision.
1.MP.7Lookforandmakeuseofstructure.
1.MP.8Lookforandexpressregularityinrepeatedreasoning.
Operations and Algebraic Thinking (1.OA)

1.OA.ARepresentandsolveproblemsinvolvingadditionandsubtraction.
1.OA.1Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsofaddingto,
takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusing
objects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.
1.OA.2Solvewordproblemsthatcallforadditionofthreewholenumberswhosesumislessthanor
equalto20,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumberto
representtheproblem.
1.OA.BUnderstandandapplypropertiesofoperationsandtherelationshipbetween
additionandsubtraction.
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1.OA.3Applypropertiesofoperationsasstrategiestoaddandsubtract.(Studentsneednotuseformal
termsfortheseproperties.)
1.OA.4Understandsubtractionasanunknown-addendproblem.
1.OA.CAddandsubtractwithin20.
1.OA.5Relatecountingtoadditionandsubtraction(e.g.,bycountingon2toadd2).
1.OA.6Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.Use
strategiessuchascountingon;makingten(e.g.,8+6=8+2+4=10+4=14);decomposinga
numberleadingtoaten(e.g.,134=1331=101=9);usingtherelationshipbetweenaddition
andsubtraction(e.g.,knowingthat8+4=12,oneknows128=4);andcreatingequivalentbut
easierorknownsums(e.g.,adding6+7bycreatingtheknownequivalent6+6+1=12+1=13).
1.OA.DWorkwithadditionandsubtractionequations.
1.OA.7Understandthemeaningoftheequalsign,anddetermineifequationsinvolvingadditionand
subtractionaretrueorfalse.
1.OA.8Determinetheunknownwholenumberinanadditionorsubtractionequationrelatingtothree
wholenumbers.
Number and Operations in Base Ten (1.NBT)

1.NBT.EExtendthecountingsequence.
1.NBT.1Countto120,startingatanynumberlessthan120.Inthisrange,readandwritenumeralsand
representanumberofobjectswithawrittennumeral.
1.NBT.FUnderstandplacevalue.
1.NBT.2Understandthatthetwodigitsofatwo-digitnumberrepresentamountsoftensandones.
Understandthefollowingasspecialcases:
1.NBT.2a10canbethoughtofasabundleoftenonescalledaten.
1.NBT.2bThenumbersfrom11to19arecomposedofatenandone,two,three,four,five,six,
seven,eight,ornineones.
1.NBT.2cThenumbers10,20,30,40,50,60,70,80,90refertoone,two,three,four,five,six,
seven,eight,orninetens(and0ones).
1.NBT.3Comparetwotwo-digitnumbersbasedonmeaningsofthetensandonesdigits,recordingthe
resultsofcomparisonswiththesymbols>,=,and<.
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1.NBT.GUseplacevalueunderstandingandpropertiesofoperationstoaddand
subtract.
1.NBT.4Addwithin100,includingaddingatwo-digitnumberandaone-digitnumber,andaddingatwo
-digitnumberandamultipleof10,usingconcretemodelsordrawingsandstrategiesbasedonplace
value,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethe
strategytoawrittenmethodandexplainthereasoningused.Understandthatinaddingtwo-digit
numbers,oneaddstensandtens,onesandones;andsometimesitisnecessarytocomposeaten.
1.NBT.5Givenatwo-digitnumber,mentallyfind10moreor10lessthanthenumber,withouthavingto
count;explainthereasoningused.
1.NBT.6Subtractmultiplesof10intherange10-90frommultiplesof10intherange10-90(positiveor
zerodifferences),usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,properties
ofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawritten
methodandexplainthereasoningused.
Measurement and Data (1.MD)

1.MD.HMeasurelengthsindirectlyandbyiteratinglengthunits.
1.MD.1Orderthreeobjectsbylength;comparethelengthsoftwoobjectsindirectlybyusingathird
object.
1.MD.2Expressthelengthofanobjectasawholenumberoflengthunits,bylayingmultiplecopiesofa
shorterobject(thelengthunit)endtoend;understandthatthelengthmeasurementofanobjectisthe
numberofsame-sizelengthunitsthatspanitwithnogapsoroverlaps.
1.MD.ITellandwritetime.
1.MD.3Tellandwritetimeinhoursandhalf-hoursusinganaloganddigitalclocks.
1.MD.JRepresentandinterpretdata.
1.MD.4Organize,represent,andinterpretdatawithuptothreecategories;askandanswerquestions
aboutthetotalnumberofdatapoints,howmanyineachcategory,andhowmanymoreorlessarein
onecategorythaninanother.
Geometry (1.G)
1.MD.KReasonwithshapesandtheirattributes.
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1.G.1Distinguishbetweendefiningattributes(e.g.,trianglesareclosedandthree-sided)versusnondefiningattributes(e.g.,color,orientation,overallsize);buildanddrawshapestopossessdefining
attributes.
1.G.2Composetwo-dimensionalshapes(rectangles,squares,trapezoids,triangles,half-circles,and
quarter-circles)orthree-dimensionalshapes(cubes,rightrectangularprisms,rightcircularcones,and
rightcircularcylinders)tocreateacompositeshape,andcomposenewshapesfromthecomposite
shape.(Studentsdonotneedtolearnformalnamessuchasrightrectangularprism.)
1.G.3Partitioncirclesandrectanglesintotwoandfourequalshares,describethesharesusingthe
wordshalves,fourths,andquarters,andusethephraseshalfof,fourthof,andquarterof.Describethe
wholeastwoof,orfouroftheshares.Understandfortheseexamplesthatdecomposingintomore
equalsharescreatessmallershares.
Mathematics Numbering Key Example: H.2.A.1

H=Grade(HighSchool)
2=CoreStandardnumber
A=MathDiscipline(HighSchoolonly).DisciplinesareA=Algebra;G=Geometry;S=
Statistics
1=Numberofthecontentstandardforthisgrade,corestandard,anddiscipline
05/26/2014 31/33
Mathematics
First Grade
Firstgrademathematicsstudentscontinuetorefinetheirbasicnumbersenseand
understandingoftwoandthree-dimensionalshapes.Specifically,theydevelopunderstanding
ofwholenumberrelationshipsandhowtocomposeanddecomposegeometricshapes.They
alsoexploreoperationsofadditionandsubtractionwheretheylearnbasicadditionand
subtractionfacts,inverseoperations,commutativeandassociativepropertiesandnumber
lines.
*Itisessentialthatthesestandardsbeaddressedincontextsthatpromoteproblemsolving,
reasoning,communication,makingconnections,anddesigningandanalyzing
representations.
1.1NumberandOperations:Developanunderstandingofwholenumber
relationships,includinggroupingintensandones.
1.1.1Compareandorderwholenumbersto100.
1.1.2Representwholenumbersonanumberline,demonstratinganunderstandingofthesequential
orderofthecountingnumbersandtheirrelativemagnitudes.
1.1.3Countandgroupobjectsintensandones.
1.1.4Identifythenumberoftensandonesinwholenumbersbetween10and100,especially
recognizingthenumbers10to19as1groupoftenandaparticularnumberofones.
1.1.5Determinethevalueofcollectionsofpennies,nickels,anddimes.
1.2NumberandOperationsandAlgebra:Developunderstandingsofadditionand
subtractionandstrategiesforbasicadditionfactsandrelatedsubtractionfacts.
1.2.1Model'part-whole,''addingto,''takingawayfrom,'and'comparing'situationstodevelopan
understandingofthemeaningsofadditionandsubtraction.
1.2.2Developanduseefficientstrategiesforaddingandsubtractingwholenumbersusingavarietyof
models,includingdiscreteobjects,length-basedmodels(e.g.,lengthsofconnectingcubes)and
numberlines.

H=Grade(HighSchool)
Statistics
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1.2.3Applywithfluencysumsto10andrelatedsubtractionfacts.
1.2.4Usetheconceptofcommutative[4+2=2+4],associative[(4+3)+7=4+(3+7)],andidentity
[0+3=3]propertiesofadditiontosolveproblemsinvolvingbasicfacts.
1.2.5Relateadditionandsubtractionasinverseoperations.
1.2.6Identify,create,extend,andsupplyamissingelementinnumberpatternsinvolvingadditionor
subtractionbyasingle-digitnumber.
1.3Geometry:Composeanddecomposetwo-andthree-dimensionalgeometric
shapes.
1.3.1Describegeometricattributesofshapes(e.g.,round,corners,sides)todeterminehowtheyare
alikeanddifferent.
1.3.2Recognizeandcreateshapesthatarecongruentorhavesymmetry.
1.3.3Composeanddecomposeshapes(e.g.,cutasquareintotworighttrianglesandputtwocubes
togethertomakearectangularprism),thusbuildinganunderstandingofpart-wholerelationshipsas
wellasthepropertiesoftheoriginalandcompositeshapes.
1.3.4Recognizeshapeswhenviewedfromdifferentperspectivesandorientations.

H=Grade(HighSchool)
Statistics
05/26/2014 33/33

Standards Guide for 1st Grade ELA, Science, Math

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Standards Guide for 1st Grade ELA, Science, Math

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Standards By Design:

First Grade for English Language Arts &

Twelve things parents can do to help students succeed

11. Start a college savings plan as soon as possible. InvestigateOregonsCollegeSavings

Measuring Student Learning

How is student performance on these assessments measured?

Are there graduation implications?

Enrolled in Grade 9 in 2008-09:Readandcomprehendavarietyoftext

Enrolled in Grade 9 in 2009-10:Readandcomprehendavarietyoftextand Write

Enrolled in Grade 9 in 2010-11 and beyond:Readandcomprehendavarietyoftext;

English Language Arts & Literacy (CCSS)

Informational Text - The following standards offer a focus for instruction in

Foundational Skills - These standards are directed toward fostering students

Writing - The following standards offer a focus for instruction in writing to

Language - The following standards offer a focus for instruction to help

Science Numbering Key Example: K.2P.1

Science Numbering Key Example: K.2P.1

English Language Arts

Speaking and Listening

Operations and Algebraic Thinking (1.OA)

Number and Operations in Base Ten (1.NBT)

Measurement and Data (1.MD)

Mathematics Numbering Key Example: H.2.A.1

Mathematics Numbering Key Example: H.2.A.1

Mathematics Numbering Key Example: H.2.A.1

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