Rational of Sources

Virginia Standards of Learning

The Virginia Standards of Learning (SOLs) were created in order to

ensure that all students will meet a set of minimum standards and that no

child will be left behind. A priority of the Virginia SOLs is to identify students’

problems areas within all four core subject areas: math, science, English, and

social sciences. Once these problem areas are determined they can be

addressed before it becomes to late for the student to catch up academically.

The Virginia SOLs also identify students’ strengths in the areas as well. The

content of the Virginia SOLs describe the Virginia Commonwealth’s

expectations for students’ academic achievement and learning. The Virginia

SOLs represents what skills teachers and the community believe students

need to learn (Christie, 1998).

Bennett

William L. Bennett created standard goals for preschool to eighth-grade

students because he felt it was imperative for students to have detailed

guidelines demonstrating what needs to be learned within the core subject

areas. Bennett’s rationale is that standard should not be mediocre, but

specific. Some areas of study are essential to learn and should be placed

above others. The Bennett goals point out some of the important

information that should be taught thoroughly. Bennett felt students would

successfully respond to high expectations if the standards exhibited specific

and exciting (Bennett, p.92).

National Standards

"All states and schools will have challenging and clear standards of

achievement and accountability for all children, and effective strategies for

reaching those standards." -- U.S. Dept. of Education

The National Standards were put in place to be a guideline for teachers

to base their instruction. The National Standards contain core principles that

should be taught in school. The states must also create standards for the

schools in their state. The National Standards serve as a tool for the states to

use to create their standards. Schools are responsible to hold to these

standards and to insure that their students are being taught the necessary

information based on their grade level. The National Standards were created

by scholars proficient in their specific subject areas. Education World states

that, “several national and education organizations have taken on the

voluntary challenge of creating educational standards or guidelines to be

used on a national level” .One problem that exists that makes the National

Standards less useful to teachers is that they are designed without regard for

specific grade levels. This makes it difficult to determine which standards

should be used for what grade level. However, the National Standards serve

their purpose as guidelines for the education of American students.

North Carolina Standards

 North Carolina first established a Standard Course of Study in 1898.

The North Carolina Standard Course of Study provides every content area a

set of competencies for each grade and high school course. Its intent is to

ensure rigorous student academic performance standards that are uniform

across the state. It is based on a philosophy of teaching and learning that is

consistent with current research, exemplary practices, and national

standards. “ – Public Schools of North Carolina

The above statement is the mission statement of the North Carolina

Standard Course of Study. Just like any state, the standards were designed to

give their students the best possible education and to make sure that all

students are getting the same quality education statewide. The standards

are very simple and easy to understand and there are standards for each

grade level.
 Key

Standard Abbreviation

Bennett’s Goals B M 1.1

Virginia Standards of Learning VASOL M 1.1

North Carolina Standards NC M 1.1

National Standards NS M 1.1

Carver and Reid Standards AASOL M 1.1

 Standards

Science

The first grade science standards emphasize simple science skills in

order for students to better understand familiar occurrences and objects.

Students are directed in performing noncomplex experiments and

investigations. Students will learn about the life processes of animals,

plants, and humans. Students will also be able to classify these groups

according to characteristics. The relationships and reactions between

various objects will be studied. Students will learn how plants and animals

are affected by the changes in seasons as well as the sun and Earth

relationship. Students will learn about various kinds of motions and forces of

moving objects. Students will comprehend how various objects interact with

water. Students will understand how natural resources are limited (Standard

of Learning, Science, p. 1).

Scientific Investigation, Reasoning, and Logic

VA SOL S 1.1 The student will conduct investigations in which

a) differences in physical properties are observed using the
senses;
b) simple tools are used to enhance observations;
c) objects or events are classified and arranged according to
attributes
properties;
d) observations and data are communicated orally and with
simple
graphs, pictures, written statements, and numbers;
e) length, mass, and volume are measured using standard and
nonstandard units;
f) predictions are based on patterns of observation rather than
random
 guesses;
g) simple experiments are conducted to answer questions; and
h) inferences are made and conclusions are drawn about
familiar
objects and events.
.
NC S 3.02 Investigate several ways in which objects can be described,
sorted, or classified.
3.01 Describe the differences in the properties of solids and liquids.

NS S 1.1 As a result of activities in grades K-4, all students should develop

a) Abilities necessary to do scientific inquiry
b) Understanding about scientific inquiry.

B S 1.! Monitor and record facts of their development.

Predicting results and testing their hypotheses.

AA SOL S 1.1 The student will understand scientific inquiry by

performing investigations: including
making observations of physical properties
using the senses, simple tools, and standard and
nonstandard units; making hypotheses; classifying objects
orally and pictorially; and making conclusions
about objects and events.

Force, Motion, and Energy

VA SOL 1.2 The student will investigate and understand that moving objects
exhibit different kinds of motion.
a) objects may have straight, circular, and back-and-forth
motions;
b) objects may vibrate and produce sound;
c) pushes or pulls can change the movement of an object;
d) the motion of objects may be observed in toys and in
playground activities.

NC S 4.01 Describe different ways in which objects can be moved.

4.02 Observe that movement of an object can be affected by pushing
or pulling.
4.03 Investigate and observe that objects can move steadily or
change I n direction.

NS S 1.2 As a result of the activities in grades K-4, all students should

develop an Understanding of
b) Position and motion of objects

B S 1.2 Topics may include...forms and sources of energy.

AA SOL S 1.2 The student will study and understand moving
objects create different types of motions such as;
backwards, forwards, straight, or circular; movement
changes include pushing and pulling; and objects
can vibrate, move steadily, and change directions.

Matter

VA SOL 1.3 The student will investigate and understand how different
common materials
interact with water. Key concepts include
a) some liquids will separate when mixed with water, but
others will not;
b) some common solids will dissolve in water, but others will
not; and
c) some substances will dissolve more readily in hot water than
in cold water.

NC S 3.04 Determine properties of liquids:

a) Color
b) Ability to float or sink in water
c) Tendency to flow
3.05 Observe mixtures including:
a) Solids with solids
b) Liquids with liquids
c) Solids with liquids

NS S 1.2 As a result of the activities in grades K-4, all students should

develop an
Understanding of
a) Properties of objects and materials

B S 1.2 Perform simple experiments involving variations in water.

Properties of water.

AA SOL S 1.2 The student will explore and understand various

materials will interact with water: particular
liquids will separate, particular solids will
dissolve, and water temperature may determine
how substances will dissolve.
Life Processes

VA SOL 1.4 The student will investigate and understand that plants have life
needs and
Functional parts can be classified according to certain
characteristics. Key Concepts include
a) needs (food, air, water, light, and a place to grow);
b) parts (seeds, roots, stems, leaves, blossoms, fruits); and
c) characteristics (edible/nonedible, flowering/nonflowering,
evergreen/deciduous).

NC S 1.01 Investigate the needs of a variety of different plants:

a) Air
b) Water
c) Light
d) Space

NS S 1.3 As a result of activities in grades K-4, all students should

develop understanding of
a) The characteristics of organisms
b) Life cycles of organisms
c) Organisms and environments

B S 1.4 Topics may include the characteristics and habitats of the parts
and
growth patterns of plants.
Students handle and observe growing plants.

AA SOL S 1.4 The student will explore and understand the life of
plants including their needs, parts, and
characteristics.

VA SOL 1.5 The student will investigate and understand that animals,
including people, have
life needs and specific physical characteristics and can be
classified according to certain characteristics.
Key concepts include
a) life needs (air, food, water, and a suitable place to live);
b) physical characteristics (body covering, body shape,
appendages, and methods of movement); and
c) other characteristics (wild/tame, water homes/land homes).

NC S 1.02 Investigate the needs of a variety of different animals:

a) Air
b) Water
 c) Food
d) Shelter
e) Space
1.03 Observe the ways in which humans are similar to other
organisms.

NS S 1.3 As a result of activities in grades K-4, all students should

develop understanding of
a) The characteristics of organisms
b) Life cycles of organisms
c) Organisms and environments

B S 1.5 Topics may include the characteristics and habitats of animals [

and] pet care.

AA SOL S 1.5 The student will explore and understand that

animals and people can be classified by particular physical
characteristics and have special life needs.

Interrelationships in Earth/Space Systems

VA SOL 1.6 The student will investigate and understand the basic
relationships between the sun and Earth. Key concepts
include
a) the sun is the source of heat and light that warms the land,
air, and water;
and
b) night and day are caused by the rotation of the Earth.

NC S N/A

NS S 1.4 As a result of their activities in grades K-4, all students should

develop an understanding of
a) Properties of earth materials
b) Objects in the sky
c) Changes in earth and sky

B S 1.6 Topics may include differences between day and night;

Perform simple experiments involving sunlight.

AA SOL S 1.6 The student will explore and understand the

connections between the Earth and Sun;
such as, heat comes from the sun and the rotation of
the Earth cause night and day.
Earth Patterns, Cycles, and Change

VA SOL 1.7 The student will investigate and understand the relationship of
seasonal change and weather to the activities and life
processes of plants and animals. Key concepts include how
temperature, light, and precipitation bring about changes
in:
a) plants (growth, budding, falling leaves, and wilting);
b) animals (behaviors, hibernation, migration, body covering,
and habitat); and
c) people (dress, recreation, and work).

NC S 1.05 Discuss the wide variety of living things on Earth.

NS S 1.03 As a result of activities in grades K-4, all students should

develop understanding of
a) The characteristics of organisms
b) Life cycles of organisms
c) Organisms and environments

B S 1.7 Topics may include the characteristics of common weather

conditions and climate,... and air.

AA SOL S 1.7 The student will explore and understand how the
changes in seasons and weather affects plant
and animal activities.

VA SOL 1.8 The student will investigate and understand that natural
resources are limited.
Key concepts include
a) identification of natural resources (plants and animals,
water, air, land,
minerals, forests, and soil).
b) factors that affect air and water quality; and
c) recycling, reusing, and reducing consumption of natural
resources.

NC S 2.05 Explore where useful earth materials are found and how they
are used.
NS S 1.6 As a result of activities in grades K-4, all students should
develop understanding of
d) Changes in environments

B S 1.8 Perform simple experiments involving variations in...soil.

AA SOL S 1.8 The student will explore and understand various

limited natural
and how they can be reused and recycled, and
various factors that affect water and air quality.
English

The first grade English standards primarily emphasize reading skills.

The student will continually be in contact with texts in order to develop

necessary reading comprehension skills, oral language skills, phonetic skills,

and vocabulary skills. The student be will involved in speaking and listening

skills in the classroom among the teacher and peers. The student will learn

ways to fluently read and pronounce new words with expression. The

student will recognize main components of stories such as setting,

characters, main idea and sequence. The student will also understand the

difference between fiction and nonfiction texts. The student will read multi-

curriculum materials in order to further vocabulary skills. The student will

progress in writing skills with an emphasis on legibility and proper

communication of ideas (Standards of Learning, English p. 1).

Oral Language

VA SOL 1.1 The student will continue to demonstrate growth in the use of
oral language.
a) Listen and respond to a variety of media, including books,
audiotapes, videos, and other age-appropriate materials.
b) Tell and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including
choral speaking and reciting short poems, rhymes,
songs, and stories with repeated patterns.
d) Express ideas orally in complete sentences.

NC E 3.04 Share personal experiences and responses to experiences with

text by:
a) publishing non-print texts.
b) discussing interpretations.
c) recording personal responses.

NS E 1.4 Students adjust their use of spoken, written, and visual

language (e.g.,
 Conventions, style, vocabulary) to communicate effectively with
a variety of
audiences and for different purposes.

B E 1.1 Students build vocabulary while they read... aloud.

AA SOL E 1.1 The student will progress in oral language through

involvement of oral Language activities such as:
telling stories, listening and responding to peers
and various materials, and using complete
sentences to express ideas verbally.

VA SOL 1.2 The student will continue to expand and use listening and
speaking vocabularies.
a) Increase oral descriptive vocabulary.
b) Begin to ask for clarification and explanation of words and
ideas.
c) Follow simple two-step oral directions.
d) Give simple two-step oral directions.
e) Use singular and plural nouns.

NC E 2.9 Read and understand simple written instructions.

3.03 Discuss unfamiliar oral and/or written vocabulary after listening
to or reading texts.

NS E 1.12 Students use spoken, written, and visual language to accomplish

their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information.

B E 1.2 Students build vocabulary while they read--silently and aloud.

AA SOL E 1.2 The student will increase speaking and listening

vocabulary skills by: asking questions, following and
giving simple directions, and using descriptive
words.

VA SOL 1.3 The student will adapt or change oral language to fit the
situation.
a) Initiate conversation with peers and adults.
b) Follow rules for conversation.
c) Use appropriate voice level in small-group settings.
d) Ask and respond to questions in small-group settings.

NC E 4.04 Extend skills in using oral and written language by:

a) clarifying purposes for engaging in communication.
 b) using clear and precise language to paraphrase messages.
c) engaging in more extended oral discussions.
d) producing written products
e) completing graphic organizers.

NS E 1.5 Students employ a wide range of strategies as they write and

use different writing
processes elements appropriately to communicate with different
audiences for a
variety of purposes.

B E 1.3 N/A

AA SOL E 1.3 The student will use various oral languages

according to the situation: Such as following
rules, using appropriate voice levels, and
asking/ responding to questions during
conversation, and while in small group settings.

VA SOL 1.4 The student will orally identify and manipulate phonemes (small
unites of sound) in syllables and multisyllabic words.
a) Count phonemes (sounds) in syllables or words with a
maximum of three syllables.
b) Add or delete phonemes (sounds) orally to change syllables
or words.
c) Create rhyming words orally.
d) Blend sounds to make word parts and words with one to
three syllables.

NC E 1.01 Develop phonemic awareness and demonstrate knowledge of

alphabetic principles.
a) count the syllables in a word.
b) blend the phonemes of one-syllable words.
c) segment the phonemes of one-syllable words.
d) change the beginning, middle, and ending sounds, to
produce new words.
e) create and state a series of rhyming words that may include
consonant blends.

NS E 1.3 Students apply a wide range of strategies to comprehend,

interpret, evaluate, and appreciate texts. They draw on their prior
experience, their interactions with other readers and
writers, their knowledge of word meaning and of other
texts,
 their word identification strategies, and their understanding of
textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).

B E 1.4 Instruction in writing begins and includes attention to...

syllabication.

AA SOL E 1.4 The student will find and pronounce phonemes in

syllables and words: including blending sounds,
creating rhyming words, changing syllables by
adding and deleting sounds in words, and by
counting sounds in syllables.

Reading

VA SOL 1.5 The student will apply knowledge of how print is organized and
read.
a) Read from left to right and from top to bottom.
b) Match spoken words with print.
c) Identify letters, words, and sentences.

NC E N/A

NS E 1.6 Students apply knowledge of language structure, language

conventions (e.g., spelling and punctuation), media
techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.

BE 1.5 N/A

AA SOL E 1.4 The student will demonstrate how print is read and
organized by reading in appropriate
directions, relating spoken words to written words,
and finding letter, words, and sentences.

VA SOL 1.6 The student will apply phonetic principles to read and spell.
a) Use beginning and ending consonants to decode and spell
single-syllable words.
b) Use two-letter consonant blends to decode and spell single-
syllable words.
c) Use beginning consonant digraphs to decode and spell
single- syllable words.
d) Use short vowel sounds to decode and spell single-syllable
words.
 e) Blend beginning, middle, and ending sounds to recognize
and read words.
f) Use word patterns to decode unfamiliar words.
g) Use compound words.
h) Read and spell common, high-frequencey sight words,
including the, said, and come.

NC E 1.02 Demonstrate decoding and word recognition strategies and

skills:
a) generate the sounds from all the letters and the appropriate
letter patterns
which should include consonant blends and long and short
vowel patterns.
b) use phonics knowledge of sound-letter relationships to
decode regular one- syllable words when reading
words and text.
c) recognize many high frequency and/or common irregularly
spelled words in text (e.g., have, said, where, and
two).
d) read compound words and contractions.
e) read inflectional forms (e.g., -s, -ed, -ing) and root words
(e.g., looks, looked, looking).
f) read appropriate word families.

NS E N/A

B E 1.6 Phonics instruction continues, integrated with a carefully

designed program of reading and writing.

AA SOL E 1.6 The student will use phonetic principles while

reading and spelling, Including: beginning and
ending consonants, two- letter consonant blends,
short vowel sounds, compound words, and
high-frequency sight words.

VA SOL 1.7 The student will use meaning clues and language structure to
expand vocabulary
when reading.
a) Use titles and pictures.
b) Use knowledge of the story and topic to read words.
c) Use knowledge of sentence structure.
d) Reread and self-correct.

NC E 1.05 Increase vocabulary, concepts, and reading stamina by reading

self-selected text for 15 minutes daily. Self-directed texts
should be consistent with the student’s independent reading
level.

2.04 Use preparation strategies to anticipate vocabulary of a text and

to connect prior knowledge and experiences to new text.

NS E 1.3 Students apply a wide range of strategies to comprehend,

interpret, evaluate, and appreciate texts. They draw on their prior
experience, their interactions with other readers and
writers, their knowledge of word meaning and of other
texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).

B E 1.7 N/A

AA SOL E 1.7 The student will gain vocabulary when reading

through clues such as sentence structure, titles,
picture, rereading, and previous knowledge.

VA SOL 1.8 The student will read familiar stories, poems, and passages with
fluency and expression.

NC E 2.03 Read and comprehend both fiction and nonfiction text

appropriate for grade one using:
a) prior knowledge
b) summary
c) questions
d) graphic organizers.

NS E 1.1 Students read a wide range of print and non-print texts to build
an understanding, of texts, of themselves, and of cultures of
the United States and the world; to acquire new information; to
respond to the needs and demands of society and the
workplace; and for personal fulfillment. Among these
texts are fiction, nonfiction, classic and contemporary
works.

B E 1.8 Students build vocabulary while they read--silently and aloud--a

variety of stories, poetry, fairy tales, folktales, and
legends.

AA SOL E 1.8 The students will read common selections of

stories and poems with appropriate expression and
fluency.
VA SOL 1.9 The student will read and demonstrate comprehension of a
variety of fiction and
Nonfiction.
a) Preview the selection.
b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make predictions about content.
e) Ask and answer who, what, when, where, why, and how
questions about what is read.
f) Identify characters, setting, and important events.
g) Retell stories and event, using beginning, middle, and end.
h) Identify the topic or main idea.

NC E 2.03 Read and comprehend both fiction and nonfiction text

appropriate for grade one using:
a) prior knowledge
b) summary
c) questions
d) graphic organizers
NC E 2.05 Predict and explain what will happen next in stories.
NC E 2.07 Respond and elaborate in answering what, when, where, and
how questions.
NC E 2.08 Discuss and explain response to how, why, and what if questions
in sharing narrative and expository text.

NS SOL 1.1Students read a wide range of print and non-print texts to build
an understanding, of texts, of themselves, and of cultures of
the United States and the world; to acquire new information; to
respond to the needs and demands of society and the
workplace; and for personal fulfillment. Among these
texts are fiction, nonfiction, classic and contemporary
works.

B SOL 1.9 Students visit the library regularly and borrow books for
independent reading.

AA SOL E 1.9 The student will read and understand various

fiction and nonfiction selections.

VA SOL 1.10 The student will use simple reference materials.

a) Use knowledge of alphabetical order by first letter.
 b) Use a picture dictionary to find meanings of unfamiliar
words.

NC E N/A

NS E 1.8 Students will use a variety of technological and information

sources (e.g., libraries, databases, computer networks,
video) to gather and synthesize information and to create and
communicate knowledge.

B E 1.10 N/A

AA SOL E 1.10 The student will use a picture dictionary and

alphabetical order to find the definitions of
various words.

Writing

VA SOL 1.11 The student will print legibly.

a) Form letters.
b) Space words and sentences.

NC E 5.07 Use legible manuscript handwriting.

NS E 1.4 Students adjust their use of spoken, written, and visual

language (e.g.,conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for
different purposes.

B E 1.11 Instruction in writing begins and includes attention to the

alphabet, handwriting, spelling, syllabication, and the rein-
forcement of gram matical lessons through short writing
assignments (sentences, story summaries, and creative
and descriptive exercises).

AA SOL E 1.11 The student will use legible manuscript handwriting

by correctly forming letters, and spacing words
and sentences.

VA SOL 1.12 The student will write to communicate ideas.

a) Generate ideas.
b) Focus on one topic.
c) Use descriptive words when writing about people, places,
things, and events.
d) Use complete sentences in final copies.
e) Begin each sentence with a capital letter and use ending
punctuation in final copies.
 f) Use correct spelling for high-frequency sight words and
phonetically regular words in final copies.
g) Share writing with others.
h) Use available technology.

NC E 4.02 Use words that describe, name characters and settings (who,
where), and tell action and events (what happened,
what did____ do) in simple texts.
NC E 5.01 Use phonic knowledge and basic patterns (e.g., an, ee, ake) to
spell correctlythree-and-four letter words.
NC E 5.02 Apply phonics to write independently, using temporary and/or
conventional spelling.
NC E 5.04 Use complete sentences to write simple texts.
NC E 5.05 Use basic capitalization and punctuation:
a) first word in a sentence.
b) proper names.
c) period to end declarative sentence.
d) question mark to end interrogative sentence.

B E 1.12 Grammar is introduced; nouns, verbs and their agreement;

elementary rules of punctuation and capitalization;
and simple sentence structure.

AA SOL E 1.12 The student will write their ideas using:

descriptive words; complete sentences;
correct capitalization, punctuation, and spelling;
and technology.
Social Science

The first grade Standards of Learning for Social Science includes four subject

areas: History, Geography, Economics, and Civics. These four subject areas

all emphasize the importance of citizenship in the community, the state, and

the nation. Students will learn about some important leaders in the nation’s

history. They will also study about important national holidays and symbols.

There is also an emphasis placed on diversity and ethnic origins found in

communities in the United States. Students will also learn basic map skills,

which include how to use an map and how to create a map. Students in fist

grade will also study economics and the purpose of goods, services, buyers,

and sellers with an emphasis placed on making good economic choices.

History
VA SOL SS 1.1 The student will interpret information presented in
picture time lines to show sequence of events and
will distinguish between past and present.

NC SS 3.03 Compare and contrast past and present changes within

the local community and communities around the
world.

NS SS USH.1 Understands family life now and in the past, and family
life in various places long ago.

B SS 1.1 NA

AA SOL SS 1.1 The student will distinguish between past and

present using picture times lines that show
sequence of events and how things change
over time.
VA SOL SS 1.2 The student will describe the stories of American
leaders and their contributions to our country, with
emphasis on George Washington, Benjamin Franklin,
Abraham Lincoln, and George Washington
Carver.

NC SS NA

NS SS USH.3 Understands how democratic values came to be, and

how they have been exemplified by people, events,
and symbols.

B SS 1.2 Historical instruction includes attention to

American customs through study of lessons about
daily life in the American past.

AA SOL SS 1.2 Students will understand and describe the lives

of people from the American past with attention
placed on the contributions of American
leaders such as George Washington, Benjamin
Franklin, Abraham Lincoln, and George Washington
Carver.

VA SOL SS 1.3 The student will discuss the lives of people associated
with Presidents’ Day, Columbus Day, and the events of
Independence Day (Fourth of July).

NC SS 4.02 Explore and cite reasons for observing special days that
recognize celebrated individuals of diverse
cultures.
4.03 Recognize and describe the historical events associated
with national holidays.

NS SS USH.2 Understands the people, events, problems, and ideas

that were significant in creating the history of their
state.

B SS 1.3 NA

AA SOL SS 1.3 The students will discuss and describe the

historical events associated with national
holidays and the lives of people associated
with Presidents’ Day, Columbus Day, and the
events of Independence Day (Fourth of July).
Geography

VA SOL SS 1.4 The student will develop map skills by

a) recognizing basic map symbols, including references
to land, water, cities, and roads; b) using cardinal
directions on maps; c) identifying the physical
shape of the United States and Virginia on maps and
globes; d) locating Washington, D.C., the capital of
the United States, and Richmond, the capital of
Virginia, on a United States map.

NC SS 5.02 Use geographic terminology and tools to create

representations of the earth's physical and
human features through simple maps, models, and
pictures.

NS SS G.1 Understand how to use maps and other geographic

representations, tools, and technologies to
acquire, process, and report information from a
spatial perspective.

B SS 1.4 Other lessons in geography teach students to…

identify common landforms

AA SOL SS 1.4 The students will develop map skills by

understanding basic map symbols, using
cardinal directions, and identifying
important landmarks on maps such as cities, roads,
and water.
VA SOL SS 1.5 The student will construct a simple map of a familiar
area, using basic map symbols in the map legend.

NC SS 5.02 Investigate key features of maps.

NS SS G.1 Understand how to use maps and other geographic

representations, tools, and technologies to
acquire, process, and report information from a
spatial perspective.

B SS 1.5 Other lessons in geography teach students to…

identify common landforms

AA SOL 1.5 The student will investigate key features of maps

(symbols and legends) and accurately construct
a simple map of a familiar area.

VA SOL SS 1.6 The student will describe how location, climate, and
physical surroundings affect the way people live,
including their food, clothing, shelter, transportation,
and recreation.

NC SS 5.06 Compare and contrast geographic features of places

within various communities.

NS SS G.5 Understand how physical systems affect human

systems.

B SS 1.6 Other lessons in geography teach students to…

trace initial connections among landscape,
climate, land use, transportation, and
commerce.

AA SOL 1.6 The student will investigate and describe how

physical surrounding effects the way
people live.
Economics

VA SOL SS 1.7 The student will explain the difference between goods
and services and will describe how people are both
buyers and sellers of goods and services.

NC SS 6.07 Recognize that all families produce and consume goods

and services.

NS SS EC.1 Goods are objects that can satisfy people's wants;

services are actions that can satisfy people's wants.

People who make goods and provide services are called

producers. People whose wants are satisfied by
using goods and services are called consumers.

B SS 1.7 NA

AA SOL 1.7 The student will understand and explain that

goods are objects that can satisfy
people's wants and services are actions
that can satisfy people's wants; the student will
also explain how people are both buyers and sellers of
goods and services.

VA SOL SS 1.8 The student will explain that people make choices
because they cannot have everything they want.

NC SS 6.01 Examine wants and needs and identify choices people

make to satisfy wants and needs with limited resources

NS SS EC.1 People make choices because they can't have everything

they want. Whenever a choice is made, something
is given up.

B SS 1.8 NA

AA SOL SS 1.8 The student will understand the difference

between wants and needs and will identify choices
that are made to satisfy wants and needs
with limited resources.
VA SOL SS 1.9 The student will recognize that people save money for
the future to purchase goods and services.

NC SS 6.06 Identify the uses of money by individuals which include

saving and spending.

NS SS EC.10 Saving is the part of income not spent on taxes or

consumption.

B SS 1.9 NA

AA SOL SS 1.9 The student will understand the uses of money

and recognize that people spend money to
purchase goods and services and save money
for the future.
Civics

VA SOL SS 1.10 The student will apply the traits of a good citizen by
a) focusing on fair play, exhibiting good
sportsmanship, helping others, and treating
others with respect; b) recognizing the
purpose of rules and practicing self-control; c)
working hard in school; d) taking responsibility for one’s
own actions e) valuing honesty and truthfulness in oneself
and others.

NC SS 2.01 Develop and exhibit citizenship traits in the classroom,

school, and other social environments.
2.04 Recognize the need for rules in different settings.
2.06 Predict consequences that may result from responsible
and irresponsible actions

NS SS C.1 What are the purposes of rules and laws?

C.5 What are important responsibilities of Americans?
What dispositions or traits of character are important to
the preservation and improvement of American
democracy?

B SS 1.10 Civics instruction encourages good character through

stories about moral problems and their solutions;
develops individual responsibility through as-
signment of classroom chores.

AA SOL SS1.10 The student will develop the traits of a good

citizen by recognizing the importance
and need for rules, predicting consequences of
actions, working hard in school, and
practicing responsibility, honesty, and self-control at
school and at home.

VA SOL SS 1.11 The student will recognize the symbols and traditional
practices that honor and foster patriotism in
the United States by
a) Identifying the American flag, bald eagle, Washington
Monument, and Statue of Liberty
 b) Demonstrating respect for the American flag by
learning the Pledge of Allegiance

NC SS NA

NS SS NA

B SS 1.11 … identifies familiar American symbols (the bald eagle,

the Liberty Bell, the Statue of Liberty, the Capitol, and
Uncle Sam

AA SOL SS 1.11 The student will recognize the meaning and

importance of American patriotic symbols and
monuments such as the American flag, the bald
eagle, the pledge of Allegiance, the Capitol, and
the Statue of Liberty.

VA SOL SS 1.12 The student will recognize that communities in Virginia

include people who have diverse ethnic origins, customs,
and traditions, who make contributions to their
communities, and who are united as Americans by
common principles.

NC SS 1.04 Explore the benefits of diversity in the United States.

NS SS C.2 Why is it important for Americans to share certain

values, principles, and beliefs?
What are the benefits of diversity in the United States?

B SS NA

AA SOL SS 1.12 The student will recognize and investigate the

importance of diversity in communities, how
diversity contributes to communities, and
how people are united as Americans by
common principles.
Mathematics

First grade mathematics covers a wide range of subject areas including

number sense, computation and estimation, measurement, geometry,

probability and statistics, patterns, functions, and algebra. In the fist grade

standards of learning students are encouraged to use concrete materials to

solve problems. Students are also taught to use correct mathematical

vocabulary and to communicate mathematical ideas through proper use of

numerals and mathematical symbols and the use of simple charts and

graphs. Basic addition and subtraction facts are emphasized in the standards

for first grade as well as basic problem solving skills. Fractions are also

introduced in the first grade standards of learning.

Number and Number Sense

VA SOL M 1.1 The student will count objects in a given set containing
between 1 and 100 objects and write the
corresponding numeral.

NC M 1.01 Develop number sense for whole numbers through 99.

a. Connect the model, number word, and number using a
variety of representations.

NS M NUM.1 Understand numbers, ways of representing

numbers, relationships among numbers, and
number systems count with understanding and
recognize "how many" in sets of objects

B M 1.1 …count, count back, and skip count…

AA SOL M 1.1 the student will develop number sense by counting

objects in a given set, they will understand
numbers and how to represent numbers
using the number symbol and number word.

VA SOL M 1.2 The student will group a collection of up to 100 objects

into tens and ones and write the corresponding numeral
to develop an understanding of place value.

NC M 1.01 e. Build understanding of place value (ones, tens).

NS M NUM.1 use multiple models to develop initial

understandings of place value and the base ten number
system

B M 1.2 NA

AA SOL M 1.2 the student will build understanding of place value

by grouping objects into tens and ones and
writing the corresponding numeral

VA SOL M 1.3 The student will count forward by ones, fives, and tens to
100, by twos to 20, and backward by ones from 20.

NC M NA

NS M NUM.1 Understand numbers, ways of representing

numbers, relationships among numbers, and
number systems

B M 1.3 …count, count back, and skip count…

AA SOL M 1.3 the student will understand numbers by counting

forward by ones, fives, and tens to 100, by
twos to 20, and backward by ones from 20.

VA SOL M 1.4 The student will recognize and write numerals 0 through
100.

NC M 1.10 c. Read and write numbers.

NS M NUM.1 Understand numbers, ways of representing
numbers, relationships among numbers, and
number systems

B M 1.4 NA

AA SOL M 1.4 the students will understand numbers and ways of

representing numbers by reading and
writing numerals 0 through 100.

VA SOL M 1.5 The student will identify the ordinal positions first through
tenth, using an ordered set of objects.

NC M 1.01 d. Compare and order sets and numbers.

NS M NUM.1 develop understanding of the relative position and

magnitude of whole numbers and of ordinal
and cardinal numbers and their connections

B M 1.5 ,,,estimate and compare the sizes of sets…

AA SOL M 1.5 the student will develop an understanding of the

position and magnitude of whole numbers by
identifying the ordinal positions first
through tenth, using an ordered set of objects.

VA SOL M 1.6 The student will identify and represent the concepts of.

NC M 1.04 Create, model, and solve problems that use addition,

subtraction, and fair shares (between two or three).

NS M NUM.1 understand and represent commonly used

fractions, such as 1/4, 1/3, and 1/2.

B M 1.6 …are introduced to concepts of simple multiplication and

division.
AA SOL M 1.6 the student will identify and represent the concept
of fair shares and the concepts of one-half and
one-fourth, using appropriate materials or a
drawing

Computation and Estimation

VA SOL M 1.7 The student, given a familiar problem situation involving

magnitude, will
a) select a reasonable magnitude from three given
quantities: a one-digit numeral, a two-digit
numeral, and a three-digit numeral (e.g., 5, 50, and
500); and b)explain the reasonableness of his/her
choice.

NC M NA

NS M NUM.1 Understand numbers, ways of representing numbers,

relationships among numbers, and number
systems

B M 1.7 NA

AA SOL M 1.7 The student will develop an understanding of

numbers by selecting a reasonable magnitude
from three given quantities.

VA SOL 1.8 The student will recall basic addition facts - i.e.,
sums to 10 or less - and the corresponding subtraction
facts.

NC M 1.03 Develop fluency with single-digit addition and

corresponding differences using strategies such as
modeling, composing and decomposing quantities,
using doubles, and making tens.

NS M NUM.2 Understand meanings of operations and how they

relate to one another.
 Understand various meanings of addition and subtraction
of whole numbers and the relationship between the
two operations

B M 1.8 NA

AA SOL M 1.8 The student will develop fluency with single digit
addition facts and the corresponding subtraction
facts and develop an understanding of the
relationship between the two operations.

VA SOL M 1.9 The student will create and solve story and picture
problems involving one-step solutions, using basic
addition and subtraction facts.

NC M 1.04 Create, model, and solve problems that use addition,

subtraction, and fair shares (between two or three).

NS M NUM.3 Compute fluently and make reasonable estimates

develop and use strategies for whole-number
computations, with a focus on addition and subtraction
ALG..3 Use mathematical models to represent and understand
quantitative relationships model situations that
involve the addition and subtraction of whole
numbers, using objects, pictures, and symbols.

B M 1.9 …solve story problems that involve addition and

subtraction of one- and two-digit numbers…

AA SOL M 1.9 The student will create and solve story and picture
problems that involve addition and subtraction

Measurement

VA SOL 1.10 The student will

a) identify the number of pennies equivalent to a nickel, a
dime, and a quarter; and
b) determine the value of a collection of pennies, nickels,
and dimes whose total value is 100 cents or less.
NC M NA

NS M NA

B M 1.10 NA

AA SOL M 1.10 The student will determine how many pennies are
equal to a nickel, a dime, and a quarter. The
student will also determine the value of a given
set of coins whose total value is 100 cents or less.

VA SOL M 1.11 The student will tell time to the half-hour, using an analog
or digital clock.

NC M 2,02 Develop an understanding of the concept of time.

a. Tell time at the hour and half-hour.

NS M NA

B M 1.11

AA SOL M 1.11 The student will develop a concept of time and will
tell time to the half-hour, using both an analog and
digital clock.

VA SOL 1.12 The student will use nonstandard units to measure length
and weight.

NC M 2.01 For given objects:

a. select an attribute (length, capacity, mass)
to measure (use non-standard units)

NS M MEA.1 recognize the attributes of length, volume, weight,

area, and time;
understand how to measure using nonstandard and
standard units;

B M 1.12 … measure and compare lengths…

AA SOL 1.12 The student will recognize the attributes of

length and weight and will be able to make
accurate measurements using nonstandard units
of measurement.

VA SOL M 1.13 The student will compare the volumes of two given
containers by using concrete materials (e.g., jelly beans, sand,
water, rice).

NC M NA

NS M MEA recognize the attributes of length, volume, weight, area,

and time;
select an appropriate unit and tool for the attribute being
measured.

B M 1.13 … measure and compare…

AA SOL 1.13 The student will recognize the attributes of

volume and will select concrete materials to
measure and compare the volumes of two
given containers.

VA SOL 1.14 The student will compare the weights of two

objects, using a balance scale.

NC M NA

NS M MEA.2 use tools to measure

B M 1.14 … measure and compare…

AA SOL M 1.14 The students will use a balance scale to measure

and compare the weights of two objects.
Geometry

VA SOL M 1.15 The student will describe the proximity of objects in space
(near, far, close by, below, above, up, down, beside,
and next to).

NC M 3.04 Solve problems involving spatial visualization.

NS M GEO.1 find and name locations with simple relationships

such as "near to" and in coordinate systems such as
maps.

B M 1.15 NA

AA SOL M 1.15 The student will solve problems involving spatial

visualization and will be able to describe the
proximity of objects in space (near, far, up, and
down).

VA SOL M 1.16 The student will draw, describe, and sort plane geometric
figures (triangle, square, rectangle, and circle)
according to number of sides, corners, and square
corners.

NC M 3.01 Identify, build, draw and name parallelograms, squares,

trapezoids, and hexagons.

NS M MEA.1 recognize, name, build, draw, compare, and sort

two- and three-dimensional shapes;
describe attributes and parts of two- and three-
dimensional shapes;

B M 1.16 … recognize geometric shapes in a variety of positions…

AA SOL M 1.16 The students will recognize, draw, name, sort, and
describe two-dimensional shapes (triangle,
square, rectangle, and circle, parallelograms,
trapezoids, and hexagons.)
VA SOL M 1.17 The student will identify and describe objects in his/her
environment that depict plane geometric
figures (triangle, rectangle, square, and circle).

NC M 3.03 Compare and contrast geometric figures

NS M GEO.4 recognize geometric shapes and structures in the

environment and specify their location.

B M 1.17 …recognize geometric shapes…

AA SOL M 1.17 The student will recognize and describe plane

geometric figures found in the environment.

Probability and Statistics

VA SOL 1.18 The student will investigate, identify, and describe

various forms of data collection in his/her world (e.g.,
recording daily temperature, lunch count, attendance,
and favorite ice cream), using tables, picture graphs,
and object graphs.

NC M 4.01 Collect, organize, describe and display data using line

plots and tallies.

NS M DATA.1 represent data using concrete objects, pictures, and

graphs.

REP.1 create and use representations to organize, record,

and communicate mathematical ideas

B M 1.18 …estimate and compare the sizes of sets…

AA SOL 1.18 The student will investigate, collect, and

record data found in his/her world and use
table graphs, picture graphs, and object graphs
to communicate mathematical ideas.
VA SOL 1.19 The student will interpret information displayed in a
picture or object graph, using the vocabulary more,
less, fewer, greater than, less than, and equal to.

NC M 4.02 NA

NS M DATA.1 Formulate questions that can be addressed with data and

collect, organize, and display relevant data to
answer the questions

B M 1.19 …read simple bar graphs…

AA SOL M 1.19 The student will read simple graphs and interpret
the information using the vocabulary more,
less, fewer, greater than, less than, and equal to.

Patterns, Functions, and Algebra

VA SOL M 1.20 The student will sort and classify concrete objects
according to one or more attributes, including color,
size, shape, and thickness.

NC M 5.01 Sort and classify objects by two attributes.

NS M ALG.1 sort, classify, and order objects by size, number,

and other properties

B M 1.20 NA

AA SOL 1.20 The student will sort, classify, and order

concrete objects according to size, number,
shape, and thickness.
VA SOL M 1.21 The student will recognize, describe, extend, and create a
wide variety of patterns, including rhythmic, color,
shape, and numerical. Patterns will include both growing
and repeating patterns. Concrete materials and
calculators will be used by students.

NC M 5.03 Create and extend patterns, identify the pattern unit, and
translate into other forms.

NS M ALG.1 Understand patterns, relations, and functions

recognize, describe, and extend patterns such as
sequences of sounds and shapes or simple
numeric patterns and translate from one
representation to another;
analyze how both repeating and growing patterns are
generated.

B M 1.21 NA

AA SOL M 1.21 The student will understand patterns and will

recognize, describe, extend, and create
rhythmic, color, shape, and numerical patterns
using concrete materials and calculators.
 Conclusion

In order for students to achieve academic success goals and guidelines

must be set forth in all of the core subjects that are explored. When specific

goals are not created, students are more readily able to fall behind than if

expectations are set before hand. Not only do standards help students, but

they also help teachers obtain steady expectations for their students. The

U.S. Department of Education appropriately sums up exactly why standards

are vital to the education system with the following statement: "All states

and schools will have challenging and clear standards of achievement and

accountability for all children, and effective strategies for reaching those

standards” ( National Standards).

 References

Bennett, W. (1999). The Educated Child: A Parent’s Guide from Preschool Through Eighth

Grade. The Free Press. Retrieved September 18, 2007, from

http://books.google.com/books?id=HJVAcIjPDjUC&printsec=frontcover&dq=William+

Bennett%27s+education+goals+for+first+8+grades

Christie, M. (1998, May 3). Why Virginia Needs School Standards. Washington Post. Retrieved

September 18, 2007, from http://www.doe.virginia.gov/VDOE/VA_Board/chris1.html

North Carolina Standard Course of Study. Public Schools of North Carolina. State Board of

Education. Retrieved Sept. 18 2007, from http://www.ncpublicschools.org/curriculum/

Standards of Learning. Grade One, English. Retrieved September 15, 2007, from

http://www.pen.k12.va.us/VDOE/Superintendent/Sols/2002/English1.pdf

Standards of Learning. Grade One, Science. Retrieved September 15, 2007, from

http://www.pen.k12.va.us/VDOE/Superintendent/Sols/science1.pdf

U.S. Department of Education. Education World. National Standards. Retrieved

September 15, 2007, from http://www.educationworld.com/standards/.