There are numerous standards that we cover throughout the school year. I have listed below a general list of skills/content that we will cover this quarter.
Quarter 1
Reading:
CC.1.1.1.B Demonstrate understanding of the organization and basic features of print. ● Recognize the distinguishing features of a sentence.
CC.1.1.1.E Read with accuracy and fluency to support comprehension: ● Read on-level text with purpose and understanding. ● Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. ● Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CC.1.2.1.A Identify the main idea and retell key details of text.
CC.1.2.1.B Ask and answer questions about key details in a text.
CC.1.2.1.C Describe the connection between two individual, events, ideas, or pieces of information in a text.
CC.1.2.1.E Use various text features and search tools to locate key facts or information in a text.
CC.1.2.1.F Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
CC.1.2.1.H Identify the reasons an author gives to support points in a text
CC.1.2.1.I Identify basic similarities in and differences between two texts on the same topic.
CC.1.2.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.
CC.1.2.1.K Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade-level reading and content.
CC.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CC.1.3.1.B Ask and answer questions about key details in a text.
CC.1.3.1.C Describe characters, settings, and major events in a story, using key details.
CC.1.3.1.E Explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of text types.
CC.1.3.1.F Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CC.1.3.1.I Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade-level reading and content
CC.1.3.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.
Writing:
CC.1.4.1.M Write narratives to develop real or imagined experiences or events
CC.1.4.1.N Establish who and what the narrative will be about
CC.1.4.1.O Include thoughts and feelings to describe experiences and events.
CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure.
CC.1.4.1.Q Use a variety of words and phrases.
CC.1.4.1.R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. ● Capitalize dates and names of people. ● Use end punctuation; use commas in dates and words in series. ● Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions
CC.1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.
CC.1.4.1.U With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
CC.1.4.1.V Participate in individual or shared research and writing projects.
CC.1.4.1.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.
Math:
1.OA.A.1 Use Addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.OA.B.3 Apply properties of operations as strategies to add and subtract. (Note: Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = £ – 3, 6 + 6 = £.
Science:
Measurement and Tools
Social Studies:
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