Vocabulary

   Students will…

	R.WS.01.08	Use syntactic and semantic cues to determine the meaning of words in grade level appropriate texts.
	R.WS.01.09	Know the meaning of words encountered frequently in grade 1 reading and oral language contexts.
	R.WS.01.10	Grade level vocabulary lists to be developed.
	R.WS.01.11	In context, determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
	R.WS.01.12	Use context clues, mental pictures, and questioning.

       
 

        Fluency in Reading

             Students will…

	R.FL.01.01	Automatically recognize identified grade 1 high frequency words whether encountered in or out of context.
	R.FL.01.02	Read aloud using intonation, pauses and emphasis.
	R.FL.01.03	Use punctuation cues (periods and questions marks).
	R.FL.01.04	Independently read aloud unfamiliar text with 95% accuracy in appropriately leveled books.
	R.FL.00.01	Apply the following aspects of fluency: automatic naming of letters, automatic association of letters and their sounds, automatic recognition of a few words both when encountered in context and isolation, and demonstrating automatic understanding of concepts of print.

          

        Narrative Text

        Students will…

	R.NT.01.01	Recognize how various cultures and our common heritage are represented in classic and contemporary literature that is recognized for quality and literary merit
	R.NT.01.02	Identify and describe a variety of genre including —realistic fiction —fantasy —folktales.
	R.NT.01.03	Identify —problem/solution —sequence of events —sense of story (beginning, middle, end).
	R.NT.01.04	Identify how authors/illustrators use  —illustrations to support story elements —transitional words (e.g., before, after, now, finally) to indicate a sequence of events and sense of story.
	R.NT.01.05	Respond to multiple texts read by discussing, illustrating, and/or writing to reflect, make connections, take a position, and share understanding

      
        

      Comprehension

          Students will…

	R.CM.01.01	Activate prior knowledge.
	R.CM.01.02	Connect personal knowledge and experience to ideas in texts.
	R.CM.01.03	Retell up to three important ideas and details of familiar simple oral and written text in sequence.
	R.CM.01.04	Make text-to-self and text-to-text connections and comparisons.
	R.CM.01.05	Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding.
	R.CM.01.06	Map story elements across texts.
	R.CM.01.07	Graphically represent key ideas and details across texts.
	R.CM.01.08	Ask questions as they read.
	R.CM.01.09	Acquire and apply significant knowledge from what has been read in grade level appropriate science, social studies, and mathematics texts.

     
        

         Students will…

	R.MT.01.01	Self-monitor comprehension when reading grade level appropriate text.
	R.MT.01.02	Recognize when meaning is breaking down.
	R.MT.01.03	Use simple fix-up strategies to increase comprehension.
	R.MT.01.04	Make credible predictions based on preview of book cover and pictures.
	R.MT.01.05	Ask questions before, during, after reading.
	R.MT.01.06	Plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning.
	R.MT.01.07	Use a graphic organizer to sequence events in a story.
	R.MT.01.08	Discuss most important ideas and themes in a text.
	R.MT.01.09	Identify author’s perspective.
	R.MT.01.10	Sort and order information with teacher guidance.
	R.MT.01.11	Discuss which comprehension strategies worked and did not work with extensive teacher guidance.

           Students will…

	R.CS.01.01	Develop and discuss shared standards.
	R.CS.01.02	Begin to self-assess the qualities of personal or other written text with teacher guidance.

             Students will…

	W.GN.01.01	Write a personal narrative using illustrations and transitional words (before, after, now, finally) to indicate —sequence of events —sense of story (beginning, middle, end) —physical features of characters.
	W.GN.01.02	Approximate poetry based on reading a wide variety of grade level appropriate poetry.
	W.GN.01.03	Write an informational piece that addresses a focus question (e.g.,What is a family?) using —descriptive —enumerative —sequence patterns that may include headings, titles, labels,    photographs,or illustrations to enhance the understanding    of central ideas.
	W.GN.01.04	Use a teacher-selected topic to —write one research question —locate and begin to gather information from teacher-    gathered sources —organize information —use steps in the writing process to approximate a published    piece.

 

                    Students will…

	W.PR.01.01	With teacher support, consider their audience and purpose for their  writing as they begin to use specific strategies including graphic organizers when planning narrative and informational text.
	W.PR.01.02	Write three or more connected sentences with grade level appropriate grammar, usage, mechanics, and temporary spellings that reflect a close approximation of the sequence of sounds in the word.
	W.PR.01.03	Incorporate literary language (i.e., once upon a time).
	W.PR.01.04	Read drafts of their work to clarify meaning and attempt some revision.
	W.PR.01.05	Reread their own work aloud and revise to clarify meaning (such as using strong verbs or precise nouns, adding needed information) for their intended audience.
	W.PR.01.06	Both individually and in groups, attempt to edit their writing/picture by using grade appropriate resources including —a word wall —a class-developed checklist.

       

                    Students will…

	W.PS.01.01	Develop personal style in oral, written, and visual messages —narrative – natural language, specific action, emotion —informational – sequence, specific vocabulary, visual representation

             

            Grammar and Usage

            Students will…

	W.GR.01.01	In the context of writing, use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point.

                 

           Spelling

           Students will…

	W.SP.01.01	In the context of writing, spell frequently encountered one-syllable words from common word families correctly.
	W.SP.01.02	For other words, students will use —structural cues (letter/sound, rimes) —environmental sources (word walls, word lists).

                    

           Handwriting

                   Students will…

	W.HW.00.01	Form upper and lower case letters.
	W.HW.00.02	Leave space between words and word-like clusters of letters.
	W.HW.00.03	Write from left to right and top to bottom.

               
               

          Writing Attitude

                   Students will…

	W.HW.01.01	Write upper and lower case manuscript letters legibly.

 



SPEAKING



          Conventions

                  Students will…

	S.CN.01.01	Use singular and plural nouns.
	S.CN.01.02	Use contractions (isn’t, aren’t, can’t, won’t).
	S.CN.01.03	Use singular possessive pronouns (my/mine, his/her, hers, your/s).
	S.CN.01.04	Use conjunctions to express relationships (because, if, after).
	S.CN.01.05	Use inflected endings (-s, -es, -ed, -ing, -er, -est).
	S.CN.01.06	Explore and use language to communicate with a variety of audiences and for different purposes —requests —problem-solve —look for solutions —construct relationships —courtesies.
	S.CN.01.07	In spoken informational and narrative presentations —use props (photographs and illustrations) —maintain appropriate posture, eye contact, and position.
	S.CN.01.08	Make presentations or reports in standard American English if it is their first language. (Students whose first language is not English will present their work in their developing version of standard American English.)
	S.CN.01.09	Be aware that language differs from storybooks and classroom as a function of linguistic and cultural group membership. (They can provide examples of language differences in storybooks and the classroom.)

 

            Spoken Discourse

                      Speaking clearly and audibly in complete sentences, students will…

	S.DS.01.01	Engage in substantive conversation, remaining focused on subject matter, with interchanges building on prior responses in the context of literature discussions or paired conversations or other interactions.
	S.DS.01.02	Tell/retell familiar stories (realistic fiction, fantasy, folktale) using —a problem solution pattern —appropriate story grammar —proper sequence —a prop while maintaining appropriate posture and eye contact.
	S.DS.01.03	Respond to multiple text types by reflecting, making meaning, and making connections.
	S.DS.01.04	Plan and deliver presentations or reports using —an informational, organizational pattern (descriptive, enumerative,    or sequential) —appropriate text features (pictures or illustrations) —an appropriate prop providing several facts and details to make    their point while maintaining appropriate posture and eye contact.

                      


LISTENING &

VIEWING


           

             Conventions

                 Students will…

	L.CN.01.01	Give, restate, and follow two-step directions.
	L.CN.01.02	Ask appropriate questions during a presentation or report.
	L.CN.01.03	Understand how the source of the message affects the receiver’s response (student/student, student/teacher, student/parent).
	L.CN.01.04	Listen to the comments of a peer and respond on topic and add a connected idea —eye contact —attentive —supportive.
	L.CN.01.05	Use effective listening and viewing behaviors in large and small group settings.
	L.CN.01.06	Experience messages from a variety of media and differentiate between sender, receiver, and message.

      

              Response

                   Students will…

	L.RP.01.01	Listen to or view and discuss a variety of genres.
	L.RP.01.02	Select, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
	L.RP.01.03	Respond to multiple text types listened to or viewed by discussing, illustrating, and/or writing in order to reflect, make meaning, and make connections.

MICHIGAN DEPARTMENT OF EDUCATION ■ v.6.04 ■ ENGLISH LANGUAGE ARTS  FIRST GRADE