ALCA PLC Members 7 Steps Data Standards Map Plan Curriculum Assessment Strategies
Comments
Favorite
Send

G.1 – Language Standards Map

This text resource illustrates the Standards Map for the Grade 1 Language domain in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.1 > L > A.1

    Conventions of Standard English

  4. Common Core English Language Arts: G.1 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Print all upper- and lowercase letters.
    2. Use common, proper, and possessive nouns.
    3. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
    4. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
    5. 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).
    6. Use frequently occurring adjectives.
    7. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    8. Use determiners (e.g., articles, demonstratives).
    9. Use frequently occurring prepositions (e.g., during, beyond, toward).
    10. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Demonstrate (command of conventions of English grammar)
    1 - Print (All upper- and lowercase [a])
    3 - Use (Common, proper, possessive nouns [b])
    3 - Use (Singular, plural nouns [c])
    3 - Use (Personal, possessive, and indefinite pronouns [d])
    3 - Use (Verbs [e])
    3 - Use (Adjectives [f])
    3 - Use (Conjunctions [g])
    3 - Use (Determiners [h])
    3 - Use (Prepositions [i])
    6 - Produce (Sentences [j])
    3 - Expand (Sentences [j])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    1 - I can print all upper- and lowercase letters. [a]
    3 - I can use common, proper, and possessive nouns. [b]
    3 - I can use singular and plural nouns with matching verbs in basic sentences. [c]
    3 - I can use personal, possessive, and indefinite pronouns. [d]
    3 - I can use verbs to convey a sense of past, present, and future. [e]
    3 - I can use frequently occurring adjectives. [f]
    3 - I can use frequently occurring conjunctions. [e]
    3 - I can use determiners. [h]
    3 - I can use frequently occurring prepositions. [i]
    3 - I can produce complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [j]
    6 - I can produce complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [j]
    A. Expanding sentences and speaking in correct tenses require correct use of speech parts. Each part of speech has a specific use.
    B. Lower case letters are more common, but upper case start sentences and are used with proper nouns.
    C. Both singular and plural nouns need verb forms that match.
    D. Different kinds of pronouns show ownership or subject clarification; functions vary.
    E. Verb forms, often endings, reflect the time or tense when actions occur.
    F. Adjectives are descriptive words that paint a vivid picture.
    G. Conjunctions join ideas with specific relational functions.
    H. Determiners are used when mentioning a person or a thing for the first time, or when the audience needs clarification.
    I. Prepositions are where it's at! They indicate location, ownership, time, direction, manner or agent.
    J. Sentences can ask, tell, exclaim, command or combine information. They may vary in length.
    A.1 Why must I learn parts of speech?
    B.1 How do uses of upper and lower case letters differ?
    C.1 How might a plural noun and a singular noun be similar.
    D.1 Why are there different kinds of pronouns?
    E. 1 How do verbs change to tell different times when events occur?
    F.1 How are adjectives useful?
    G.1 How are conjunctions used?
    H.1 How are determiners used?
    I.1 Why are prepositions important?
    J.1 How might sentences differ?
  5. Common Core English Language Arts: G.1 > L > A.1 > S.2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    1. Capitalize dates and names of people.
    2. Use end punctuation for sentences.
    3. Use commas in dates and to separate single words in a series.
    4. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
    5. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
    Content Skills Learning Targets Big Ideas Essential Questions
    Command of Conventions of Standard English
    Capitalization [a]
    3 - Demonstrate (command of conventions)
    1 - Capitalize (Dates and names [a])
    3 - Use (End punctuation [b])
    3 - Use (Commas [c])
    3 - Use (Conventional spelling [d])
    1 - Spell (Untaught words phonetically [e])
    3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    1 - I can capitalize dates and names of people. [a]
    3 - I can use end punctuation for sentences. [b]
    3 - I can use commas in dates and to separate single words in a series. [c]
    3 - I can use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [d]
    1 - I can spell untaught words phonetically drawing on phonemic awareness and spelling conventions. [e]
    A. Proper nouns (dates, names, titles) and first words of sentences and quotations are capitalized.
    B. Comma, colon and semi-colon rules are complex, but end mark rules are easier to follow.
    C. Commas set of days and years and separate items of a series.
    D. Knowing regular spelling rules helps, but some irregular spelling always exists.
    . Exposure, study and use builds vocabulary; phonics and spelling rules help in decoding and spelling.
    A.1 When should words be capitalized?
    B.1 How are sentences endings punctuated in English?
    C.1 How are commas used?
    D.1 How can unknown words be spelled?
    E.1 How does spelling class help?
  8. Common Core English Language Arts: G.1 > L > A.3

    Vocabulary Acquisition and Use

  9. Common Core English Language Arts: G.1 > L > A.3 > S.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.

    1. Use sentence-level context as a clue to the meaning of a word or phrase.
    2. Use frequently occurring affixes as a clue to the meaning of a word.
    3. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
    Content Skills Learning Targets Big Ideas Essential Questions
    4 - Determine (Meanings of words)
    2 - Clarify (Meanings of words)
    3 - Choosing (Array of strategies)
    3 - Use (Sentence-level context [a])
    3 - Use (Affixes [b])
    2 - Identify (Root words [c])
    2 - I can determine the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
    4 - I can 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.
    3 - I can use sentence-level context as a clue to the meaning of a word or phrase. [a]
    3 - I can use frequently occurring affixes as a clue to the meaning of a word. [b]
    2 - I can identify frequently occurring root words and their inflectional forms. [c]
    A. Meaning can often be understood from context.
    B. When a new word has a familiar prefix or suffix, I can connect meaning with another word with the same suffix or prefix.
    C. When a new word has a familiar root, I can make a connection in meaning.
    A.1 How do I know the meaning of a word as I read or listen?
    B.1 How do I use similar beginnings and endings to connect meaning?
    C.1 How does the root of a word help me understand meaning.
  10. Common Core English Language Arts: G.1 > L > A.3 > S.5

    With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

    1. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
    2. 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).
    3. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
    4. 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.
    Content Skills Learning Targets Big Ideas Essential Questions
    Connections [c]
    Shades of Meaning [d]
    3 - Demonstrate (Understanding of word relationships)
    6 - Sort (Common objects [a])
    4 - Define (Words by category [b])
    4 - Identify (Real-life connections [c])
    4 - Distinguish (Shades of meaning of verbs [d])
    4 - Define (Adjectives [d])
    1 - Choose (Adjectives [d])
    3 - I can, with guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
    6 - I can sort words into categories to gain a sense of the concepts the categories represent. [a]
    4 - I can define words by category and by one or more key attributes. [b]
    4 - I can identify real-life connections between words and their use. [c]
    4 - I can distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings. [d]
    A. Similar words can be grouped in varied manners into categories to show meanings within contexts.
    B. Words can be sorted out to represent specific or general characteristics of concepts or attributes.
    C. By associating words with how and where we use them, we remember.
    D. Words can have subtle differences and work best only in certain contexts.
    A.1 How can words be organized into categories?
    B.1 How might slight word variations change meaning?
    C.1 How might words better be remembered?
    D.1 Why might one word be used instead of another similar word?
  11. Common Core English Language Arts: G.1 > L > A.3 > S.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).

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Use (Words)
    3 - Use (Phrases)
    3 - Use (Conjunctions)
    3 - I can 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.
    A. Studying conversations, readings and responses to texts helps teach how conjunctions signal relationships of ideas.
    B. Contextual conjunctions point to relationships between parts of a sentence.
    C. Conversations provide access to easy-to-understand contexts.
    D. Newly learned words or phrases can be used in new situations in similar ways to learned used.
    E. Two identical phrases joined by two different conjunctions can have two different meanings.
    A.1 How do I learn words and phrases?
    B.1 How can watching and listening for conjunctions help me understand meaning?
    C.1 How do I learn from listening to conversations?
    D.1 How do I show understanding of new words?
    E.1 How much influence can conjunction choice have?

Comments

Be the first to comment below.

Please enter a Registration Key to continue.