All+conduct+standards+for+chosen+grade+level


 * Georgia Performance Standards**

**Link:**
[|https://www.georgiastandards.org/standards/Pages/BrowseStandards/BrowseGPS.aspx]

**First Grade Georgia Performance Standards**

**Reading**

**CONCEPTS OF PRINT**

**ELA1R1** **The student demonstrates knowledge of concepts of print. The student** a. Understands that there are correct spellings for words. b. Identifies the beginning and end of a paragraph. c. Demonstrates an understanding that punctuation and capitalization are used in all written sentences.

**PHONOLOGICAL AWARENESS**

**ELA1R2** **The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student** a. Isolates beginning, middle, and ending sounds in single-syllable words. b. Identifies onsets and rimes in spoken one-syllable words. c. Adds, deletes, or substitutes target sounds to change words (e.g., change top to stop; change smile to mile; change cat to cap). d. Distinguishes between long and short vowel sounds in spoken, one-syllable words (can and cane). e. Orally blends two to four phonemes into recognizable and/or nonsense words. f.Automatically segments one-syllable words into sounds.

**PHONICS**

**ELA1R3** **The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student** a. Automatically generates the sounds for all letters and letter patterns, including long and short vowels. b. Applies knowledge of letter-sound correspondence to decode new words. c. Reads words containing consonant blends and digraphs. d. Reads words with inflectional endings. e. Reads compound words and contractions in grade appropriate texts. f. Reads words containing vowel digraphs and r-controlled vowels. g. Uses spelling patterns to recognize words. h. Applies learned phonics skills when reading and writing words, sentences, and stories.

**FLUENCY**

**ELA1R4** **The student demonstrates the ability to read orally with speed, accuracy, and expression. The student** a.Applies letter-sound knowledge to decode quickly and accurately. b.Automatically recognizes additional high frequency and familiar words within texts. c.Reads grade-level text with appropriate expression. d.Reads first-grade text at a target rate of 60 words correct per minute. e.Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.

**VOCABULARY**

**ELA1R5** **The student acquires and uses grade-level words to communicate effectively. The student** a. Reads and listens to a variety of texts and uses new words in oral and written language b.Recognizes grade-level words with multiple meanings. c.Identifies words that are opposites (antonyms) or have similar meanings (synonyms).

**COMPREHENSION**

**ELA1R6** **The student uses a variety of strategies to understand and gain meaning from grade-level text. The student** a.Reads and listens to a variety of texts for information and pleasure. b.Makes predictions using prior knowledge. c.Asks and answers questions about essential narrative elements (e.g., beginning- middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text. d.Retells stories read independently or with a partner. e.Distinguishes fact from fiction in a text. f.Makes connections between texts and/or personal experiences. g.Identifies the main idea and supporting details of informational text read or heard. h.Self-monitors comprehension and rereads when necessary. i.Recognizes cause-and-effect relationships in text. j.Identifies word parts to determine meanings. k.Begins to use dictionary and glossary skills to determine word meanings. l.Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts. m. Recognizes and uses graphic features and graphic organizers to understand text.

**Writing** The student begins to write text that develops a central idea or tells a story. The writing begins to show consideration of the audience and purpose. The student progresses through the stages of the writing process. The student’s writing begins to reflect the conventions of written English.

**ELA1W1** **The student begins to understand the principles of writing. The student** a.Writes texts of a length appropriate to address a topic and tell a story. b.Describes an experience in writing. c.Rereads writing to self and others, revises to add details, and edits to make corrections. d.Prints with appropriate spacing between words and sentences. e.Writes in complete sentences with correct subject-verb agreement. f.Uses nouns (singular and plural) correctly. g.Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns. h.Uses singular possessive pronouns. i.Begins to write different types of sentences (e.g., simple/compound and declarative/interrogative). j.Begins to use common rules of spelling. k.Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic. l.Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months). m. Uses commas in a series of items.

**ELA1W2** **The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.** a.Begins to capture a reader’s interest by writing a personal story. b.Begins to maintain a focus. c.Adds details to expand a story. d.Begins to use organizational structures ( beginning, middle, end, and sequence of events) and strategies (transition words and time cue words). e.Begins to develop characters and setting through dialogue and descriptive adjectives. f.Begins to develop a sense of closure. g.May include oral or written pre-writing (graphic organizer). h.May include a draft that is revised and edited. i.May be published.
 * The student will write a narrative that:**

a.Begins to capture a reader’s interest. b.Stays on one topic and begins to maintain a focus. c.Adds details to expand a topic. d.Begins to use organizational structures (steps, chronological order) and strategies(description). e.Begins to use graphic features (charts, pictures, headings). f.Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather information to write about a topic. g.Begins to develop a sense of closure. h.May include oral or written prewriting (graphic organizers). i.May include a draft that is revised and edited. j.May be published.
 * The student produces informational writing that:**

a.Captures a reader’s interest by stating a position/opinion. b.Begins to maintain a focus. c.Adds details to support an opinion. d.Begins to use formats appropriate to the genre (letter, list of reasons, poster). e.May have a sense of closure. f.May include oral or written prewriting (graphic organizer). g.May include a draft that is revised and edited. h.May be published.
 * The student produces a persuasive piece that:**

a.Captures a reader’s interest by stating a position/opinion about a text. b.Begins to demonstrate an understanding of the text through oral retelling, pictures, or in writing. c.Makes connections: text-to-self, text-to-text, text-to-world. d.Begins to use organizational structures (beginning, middle, and end with details from the text). e.May have a sense of closure. f.May include oral or written prewriting (graphic organizers). g.May include a draft that is revised and edited. h.May be published.
 * The student produces a response to literature that:**

**Listening/Speaking/Viewing** The student demonstrates an understanding of listening, speaking, and viewing skills for a variety of purposes. The student listens critically and responds appropriately to oral communication in a variety of genres and media. The student speaks in a manner that guides the listener to understand important ideas.

**ELA1LSV1** **The student uses oral and visual strategies to communicate. The student** a.Follows three-part oral directions. b.Recalls information presented orally c.Responds appropriately to orally presented questions. d.Increases vocabulary to reflect a growing range of interests and knowledge. e.Communicates effectively when relating experiences and retelling stories read, heard, or viewed. f.Uses complete sentences when speaking.


 * Math **

Students will understand how to represent numbers, and be able to add and subtract small numbers.
 * NUMBER AND OPERATIONS**

a.Represent numbers up to 100 using a variety of models, diagrams, and number sentences,Represent numbers larger than 10 in terms of tens and ones using manipulatives and pictures. b.Correctly count and represent the number of objects in a set using numerals. c. Compare small sets using the terms greater than, less than, and equal to. d. Understand the magnitude and order of numbers up to 100 by making ordered sequences and representing them on a number line. e.Exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels, dimes, and quarters up to one dollar; count out a combination of coins needed to purchase items up to one dollar. f.Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent quantities by making fair trades involving combinations of bills; count out a combination of bills needed to purchase items that total up to twenty dollars.
 * M1N1. Students will estimate, model, compare, order, and represent whole numbers up to 100.**

a. Determine to which ten a given number is closest using tools such as a sequential number line or chart. b. Represent collections of less than 30 objects with 2-digit numbers and understand the meaning of place value. c. Decompose numbers from 10 to 99 as the appropriate number of tens and ones.
 * M1N2. Students will understand place value notation for the numbers 1 to 99. (Discussions may allude to 3-digit numbers to assist in understanding place value.)**

a.Identify one more than, one less than, 10 more than, and 10 less than a given number. b.Skip-count by 2s, 5s, and 10s, forward and backwards; to and from numbers up to 100. c.Compose/decompose numbers up to 10 (e. g. 3+5=8, 8=5+2+1). d.Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less. e.Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles and making tens. f.Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency. (Use strategies such as relating to facts already known, applying the commutative property, and grouping facts into families.) g.Apply addition and subtraction to 2 digit numbers without regrouping (e.g.15 + 4, 80-60, 56 + 10, 100-30, 52 + 5). h.Solve and create word problems involving addition and subtraction to 100 without regrouping. i. Use words, pictures and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction.
 * M1N3. Students will add and subtract numbers less than 100, as well as understand and use the inverse relationship between addition and subtraction**.

a.Use informal strategies to share objects equally between two to five people. b.Build number patterns, including concepts of even and odd, using various concrete representations. (Examples of concrete representations include a hundreds chart, ten grid frame, place value chart, number line, counters, or other objects.) c.Identify, label, and relate fractions (halves, fourths) as equal parts of a collection of objects or a whole using pictures and models. d.Understand halves and fourths as representations of equal parts of a whole.
 * M1N4. Students will count collections of up to 100 objects by dividing them into equal parts and represent the results using words, pictures, or diagrams.**

Students will measure basic quantitative attributes of concrete objects.
 * MEASUREMENT**

a. Directly compare and/or order length, height, weight, and capacity of concrete objects. b. Estimate and measure using a non-standard unit that is smaller than the object to be measured. c. Measure with a tool by creating a ―ruled‖ stick, tape, or container by marking off ten segments of the repeated single unit. a. Tell time to the nearest hour and half hour and understand the movement of the minute hand and how it relates to the hour hand. b. Begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year. c. Compare and/or order the sequence or duration of events (e.g., shorter/longer and before/after).
 * M1M1. Students will compare and/or order the length, height, weight, or capacity of two or more objects by using direct comparison or a nonstandard unit**.
 * M1M2. Students will develop an understanding of the measurement of time.**

Students will understand the concepts of basic geometric shapes and spatial relationships of concrete objects.
 * GEOMETRY**

a. Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons. b. Build, represent, name, and describe cylinders, cones, and rectangular prisms. c. Create pictures and designs using shapes, including overlapping shapes.
 * M1G1. Students will study and create various two and three-dimensional figures and identify basic figures (squares, circles, triangles, and rectangles) within them.**


 * M1G2. Students will compare, contrast, and/or classify geometric shapes by the common attributes of position, shape, size, number of sides, and number of corners.**


 * M1G3. Students will arrange and describe objects in space by proximity, position, and direction (near, far, below, above, up, down, behind, in front of, next to, and left or right of).**

Students will pose questions, collect, organize and interpret data about themselves and their surroundings.
 * DATA ANALYSIS AND PROBABILITY**

a.Interpret tally marks, picture graphs, and bar graphs. b.Pose questions, collect, sort, organize and record data using objects, pictures,tally marks, picture graphs, and bar graphs.
 * M1D1. Students will create simple tables and graphs and interpret them.**

Each topic studied in this course should be developed with careful thought toward helping every student achieves the following process standards.
 * Process Standards**

a.Build new mathematical knowledge through problem solving. b.Solve problems that arise in mathematics and in other contexts. c.Apply and adapt a variety of appropriate strategies to solve problems. d.Monitor and reflect on the process of mathematical problem solving.
 * M1P1. Students will solve problems (using appropriate technology).**

a.Recognize reasoning and proof as fundamental aspects of mathematics. b.Make and investigate mathematical conjectures. c.Develop and evaluate mathematical arguments and proofs. d.Select and use various types of reasoning and methods of proof.
 * M1P2**. **Students will reason and evaluate mathematical arguments.**

a.Organize and consolidate their mathematical thinking through communication. b.Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c.Analyze and evaluate the mathematical thinking and strategies of others. d.Use the language of mathematics to express mathematical ideas precisely.
 * M1P3**. **Students will communicate mathematically.**

a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics.
 * M1P4. Students will make connections among mathematical ideas and to other disciplines.**

a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. c. Use representations to model and interpret physical, social, and mathematical phenomena.
 * M1P5. Students will represent mathematics in multiple ways.**


 * Science **

a.Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.
 * S1CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.**

a.Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences. b.Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer. c.Give rough estimates of numerical answers to problems before doing them formally. d.Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.
 * S1CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.**

a.Use ordinary hand tools and instruments to construct, measure, and look at objects. b.Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects. c.Identify and practice accepted safety procedures in manipulating science materials and equipment.
 * S1CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.**

a.Use a model—such as a toy or a picture—to describe a feature of the primary thing. b. Describechangesinthesize,weight,color,ormovementofthings,and note which of their other qualities remain the same during a specific change. c.Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.
 * S1CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.**

a.Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. b.Draw pictures (grade level appropriate) that correctly portray features of the thing being described. c.Use simple pictographs and bar graphs to communicate data.
 * S1CS5. Students will communicate scientific ideas and activities clearly.**


 * The Nature of Science**

Students will recognize that: a.When a science investigation is done the way it was done before, we expect to get a similar result. b. Science involves collecting data and testing hypotheses c.Scientists often repeat experiments multiple times, and subject their ideas to criticism by other scientists who may disagree with them and do further tests. d. All different kinds of people can be and are scientists . Students will apply the following to inquiry learning practices: a.Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other. b. In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus. c.Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help. d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.
 * S1CS6. Students will be familiar with the character of scientific knowledge and how it is achieved.**
 * S1CS7. Students will understand important features of the process of scientific inquiry.**

a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. c. Correlateweatherdata(temperature,precipitation,skyconditions,andweather events) to seasonal changes.
 * Earth Science**
 * S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.**

a.Recognize changes in water when it freezes (ice) and when it melts (water). b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). c. Determinethattheweightofwaterbeforefreezing,afterfreezing,and after melting stays the same. d. Determine that water in an open container disappears into the air over time, but water in a closed container does not.
 * S1E2. Students will observe and record changes in water as it relates to weather.**


 * Physical Science**

a. Recognize sources of light. b. Explain how shadows are made. c. Investigatehowvibrationsproducesound. d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft. e. Identify emergency sounds and sounds that help us stay safe.
 * S1P1. Students will investigate light and sound.**

a.Demonstrate how magnets attract and repel. b. Identify common objects that are attracted to a magnet. c.Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not block magnetic force.
 * S1P2. Students will demonstrate effects of magnets on other magnets and other objects.**

a.Identify the basic needs of a plant. 1. Air 2. Water 3. Light 4. Nutrients b. Identifythebasicneedsofananimal. 1. Air 2. Water 3. Food 4. Shelter c.Identify the parts of a plant—root, stem, leaf, and flower. d. Compare and describe various animals—appearance, motion, growth, basic needs.
 * Life Science**
 * S1L1. Students will investigate the characteristics and basic needs of plants and animals.**

**History**


 * Historical Understandings**

a.Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science). b.Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).
 * SS1H1 The student will read about and describe the life of historical figures in** **American history.**
 * SS1H2 The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.**


 * Geographic Understandings**


 * SS1G1 The student will describe the cultural and geographic systems associated** **with the historical figures in SS1H1a.**


 * SS1G2 The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe.**

a.Locate all of the continents:North America, South America, Africa, Europe, Asia, Antarctica, and Australia. b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian. c.Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and
 * SS1G3 The student will locate major topographical features of the earth’s surface.**


 * Government/Civic Understandings**


 * SS1CG1 The student will describe how the historical figures in SS1H1a display** **positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.**


 * SS1CG2 The student will explain the meaning of the patriotic words to America (My Country ‘Tis of Thee) and America the Beautiful.**


 * Economic Understandings**


 * SS1E1 The student will identify goods that people make and services that people** **provide for each other.**


 * SS1E2 The student will explain that people have to make choices about goods and services because of scarcity.**


 * SS1E3 The student will describe how people are both producers and consumers.**


 * SS1E4 The student will describe the costs and benefits of personal spending and saving choices**

= = = __Common Core Standards for First Grade__ = __English Language Arts/ Reading__

Key Ideas and Details

 * RL.1.1. Ask and answer questions about key details in a text.
 * RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
 * RL.1.3. Describe characters, settings, and major events in a story, using key details.

Craft and Structure

 * RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
 * RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
 * RL.1.6. Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

 * RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
 * RL.1.8. (Not applicable to literature)
 * RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

Range of Reading and Level of Text Complexity

 * RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Key Ideas and Details

 * RI.1.1. Ask and answer questions about key details in a text.
 * RI.1.2. Identify the main topic and retell key details of a text.
 * RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure

 * RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
 * RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
 * RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Knowledge and Ideas

 * RI.1.7. Use the illustrations and details in a text to describe its key ideas.
 * RI.1.8. Identify the reasons an author gives to support points in a text.
 * RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

 * RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1.

Print Concepts

 * RF.1.1. Demonstrate understanding of the organization and basic features of print.
 * Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness

 * RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
 * Distinguish long from short vowel sounds in spoken single-syllable words.
 * Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
 * Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
 * Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition

 * RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.
 * Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
 * Decode regularly spelled one-syllable words.
 * Know final -e and common vowel team conventions for representing long vowel sounds.
 * Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
 * Decode two-syllable words following basic patterns by breaking the words into syllables.
 * Read words with inflectional endings.
 * Recognize and read grade-appropriate irregularly spelled words.

Fluency

 * RF.1.4. Read with sufficient accuracy and fluency to support comprehension.
 * Read grade-level text with purpose and understanding.
 * Read grade-level text orally with accuracy, appropriate rate, and expression.
 * Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Text Types and Purposes

 * W.1.1.. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
 * W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
 * W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Production and Distribution of Writing

 * W.1.4. (Begins in grade 3)
 * W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
 * W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

 * W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
 * W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
 * W.1.9. (Begins in grade 4)

Range of Writing

 * W.1.10. (Begins in grade 3)

Comprehension and Collaboration

 * SL.1.1. Participate in collaborative conversations with diverse partners about //grade 1 topics and texts// with peers and adults in small and larger groups.
 * Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
 * Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
 * Ask questions to clear up any confusion about the topics and texts under discussion.
 * SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
 * SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas

 * SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
 * SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
 * SL.1.6. Produce complete sentences when appropriate to task and situation.

Conventions of Standard English

 * L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Print all upper- and lowercase letters.
 * Use common, proper, and possessive nouns.
 * Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
 * Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
 * Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
 * Use frequently occurring adjectives.
 * Use frequently occurring conjunctions (e.g., //and, but, or, so, because//).
 * Use determiners (e.g., articles, demonstratives).
 * Use frequently occurring prepositions (e.g., //during, beyond, toward//).
 * Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
 * L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * Capitalize dates and names of people.
 * Use end punctuation for sentences.
 * Use commas in dates and to separate single words in a series.
 * Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
 * Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Knowledge of Language

 * L.1.3. (Begins in grade 2)

Vocabulary Acquisition and Use

 * L.1.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 1 reading and content//, choosing flexibly from an array of strategies.
 * Use sentence-level context as a clue to the meaning of a word or phrase.
 * Use frequently occurring affixes as a clue to the meaning of a word.
 * Identify frequently occurring root words (e.g., //look//) and their inflectional forms (e.g., //looks, looked, looking//).
 * L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
 * Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
 * Define words by category and by one or more key attributes (e.g., a //duck// is a bird that swims; a //tiger// is a large cat with stripes).
 * Identify real-life connections between words and their use (e.g., note places at home that are//cozy//).
 * Distinguish shades of meaning among verbs differing in manner (e.g., //look, peek, glance, stare, glare, scowl//) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
 * L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., //because//).