Grade 1 – Integrated Curriculum

LANGUAGE ARTS

READING/LITERATURE
The student will apply a wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a variety of texts.

Standard 1: Print Awareness - The student will develop and demonstrate knowledge of
print awareness.
1. Read from left to right, top to bottom.
2. Track print as text is being read.
3. Recognize the difference among letters, words, and sentences.

Standard 2: Phonological/Phonemic Awareness – The student will develop and

demonstrate knowledge of phonological/phonemic awareness.
1. Create and state groups of rhyming words.
Example: bat/cat/sat/mat
2. Count syllables in a word.
3. Distinguish onset (beginning sound) and rime in one syllable words.
Examples: onset: /b/ in bat; rime: at in bat
4. Segment and blend the phonemes of one–syllable words.
Example: bat = /b/ /a/ /t/
5. Isolate phonemes within words by identifying the beginning, middle, and ending sounds
in one-syllable words.
Example: the beginning sound of dog is /d/ the middle sound in can is /a/
6. Add or delete a phoneme to a word.
Example: /b/ + at = bat, cat - /k/ = at

Standard 3: Phonics/Decoding – The student will apply sound-symbol relationships to

decode unknown words.
1. Phonetic Analysis - Apply phonics knowledge to decode one-syllable words.
a. Use short and long vowel patterns.
Example: CVC = mad, hid, cut
Example: CVCV (final e) = made, hide, cute
Example: CV1 = he, me, so

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 b. Use r-controlled vowel patterns
Example: er = ―r|| in fern, ir = ―r|| in bird, and ur = ―r||in turn
c. Use blends, digraphs, and diphthongs.
Example: Blends – fl, tr, sl, sm, sn, bl, gr, and str
Example: Digraphs – sh, th, wh
Example: Diphthongs – oi, oy, ou, ow
2. Structural Analysis - Apply knowledge of structural analysis to decode words using
strategies such as inflectional endings, contractions and compound words, and
possessives.
Example: inflectional endings – adding -s, -es, -ing, or -ed to a word
Example: compound words – cup + cake = cupcake
Example: contraction – can + not = can’t

Standard 4: Vocabulary – The student will develop and expand knowledge of words and
word meanings to increase vocabulary.
1. Increase personal vocabulary by listening to and reading a variety of text and literature.
2. Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.
3. Use new vocabulary and language in own speech and writing.
4. Classify categories of words.
Example: Tell which of the following are fruits and which are vegetables: bananas,
oranges, apples, carrots, and peas

Standard 5: Fluency – The student will identify words rapidly so that attention is
directed at the meaning of the text.
1. Read regularly in independent-level text (text in which no more than 1 in 20 words is
difficult for the reader), effortlessly, and with expression.
2. Read regularly in instructional-level text (text in which no more than 1 in 10 words is
difficult for the reader).
3. Students will engage in repeated readings of the same text to increase fluency.
4. Recognize 100-200 high frequency and/or common irregularly spelled words in text.
(e.g., have, to, was, where, said).
5. Use punctuation cues (e.g., periods, commas, question marks) in text as a guide to
understand meaning.

Standard 6: Comprehension/Critical Literacy – The student will interact with the words
and concepts in a text to construct an appropriate meaning.
1. Literal Understanding
a. Read and comprehend both fiction and nonfiction that is appropriately designed
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 for the second half of first grade.
b. Use prereading strategies such as previewing, using prior knowledge, predicting,
and establishing a purpose for reading.
Example: Prior to reading the book Verdi by Janell Cannon, have students
preview the book by looking at the cover, identifying the main character and
telling what they know about snakes (what they do, where they live . . . .). Make
predictions by doing a picture walk to discuss some of the early actions in the
story.
c. Respond to questions designed to aid general comprehension.
2. Inferences and Interpretations - Make simple inferences based on what is stated in text.
3. Summary and Generalization
a. Retell or act out stories and events using beginning, middle, and ending.
b. Respond to who, what, when, where, why, and how questions and discuss the
main idea of what is read.
c. Draw and discuss visual images based on text information.
4. Analysis and Evaluation
a. Identify simple cause and effect relationships.
b. Mark favorite passages.
5. Monitoring and Correction Strategies - Apply a basic use of semantics, syntax, and
graphophonic cues.
Example: semantic - Does it make sense?
Example: syntax - Does it sound right?
Example: graphophonic - Does it look right?

Standard 7: Literature - The student will read to construct meaning and respond to a
wide variety of literary forms.
1. Literary Genres – The student will demonstrate knowledge of and appreciation of the
various forms (genres) of literature.
a. Discriminate between fiction and nonfiction.
c. Recognize elements of different cultures in multicultural tales.
2. Literary Elements – The student will demonstrate knowledge of literary elements and
echniques and how they affect the development of a literary work.
a. Describe the roles of authors and illustrators in telling a story or presenting
information.
b. Identify and describe the plot, setting, and character(s) in a story.

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Standard 8: Research and Information - The student will conduct research and organize
information.
1. Accessing Information: Select the best source for a given purpose.
a. Alphabetize words to the first letter.
b. Read and follow simple written directions.
c. Recognize author, illustrator, title page, and table of contents (when applicable)
as identifying items of information about a book.
d. Access information from simple charts, maps, graphs, and calendars.
2. Interpreting Information: Analyze and evaluate information from a variety of sources
and generate questions about topics of personal interest and find books to gather
information.

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 WRITING/GRAMMAR/USAGE AND MECHANICS.
The student will express ideas effectively in written modes for a variety of purposes and
audiences.

Standard 1: Writing Process. The student will use the writing process to write
coherently.
1. Participate in prewriting activities such as brainstorming, discussion, webbing,
illustrating or story starters.
2. Introduce a process approach to create a first draft with teacher assistance, applying
developmentally appropriate steps of prewriting and first draft composition.
3. Begin understanding of the revision process with teacher assistance.
a. Create a main idea.
b. Apply details to support the main idea.
c. Create a logical sequence of events.
4. Introduce, with teacher assistance, editing/proofreading of the first draft for simple
usage, mechanics, and spelling.
5. Introduce and apply, with teacher assistance, standard editing marks for capitalization,
deletion, and sentence termination.
6. Publish and present the final writing product to various audiences, such as peers or
adults.

Standard 2: Modes and Forms of Writing. The student will communicate through a
variety of written forms, for various purposes, and to a specific audience or
person.
1. Recognize modes and forms of language such as informing, persuading, and
entertaining.
2. Compose simple narratives (stories) with a consistent focus of a beginning, middle, and
end that develop a main idea, use details to support the main idea, and present a logical
sequence of events.
3. Write brief description, using some details, of a real object, person, place, or event.
4. Develop, with teacher assistance, "thank you" notes, friendly letters, and invitations to a
specific audience or person.
5. Make journal entries.
6. Introduce and compose, with teacher assistance, different modes of simple rhymes and
poems.

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Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate
practices in writing by applying Standard English conventions to the
revising and editing stages of writing.

1. Grammar/Usage: Students are beginning to recognize appropriate use of nouns,

pronouns, verbs, adjectives, and contractions in their writing.
a. Subject (naming part) and predicate (action part)
b. Singular and plural nouns
c. Common and proper nouns
d. Singular, personal, gender pronouns
e. Nominative and possessive pronouns
f. Present and past tense verbs
g. Contractions
h. Adjectives
2. Mechanics: Students are expected to demonstrate appropriate language mechanics in
writing.
a. Capitalize the first word of a sentence and the pronoun ―I.||
b. Capitalize all proper nouns (John, Sally).
c. Capitalize greetings (Dear Joe).
d. Capitalize months and days of the weeks (December, Monday).
e. Capitalize titles (Dr., Mr., and Mrs.).
f. Capitalize initials of people (A.J. Smith).
3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
a. Correctly use terminal (end) punctuation.
b. Use commas correctly in dates.
c. Use apostrophes correctly in contractions.
d. Use quotation marks to show that someone is speaking.
e. Use a period in common abbreviations.
4. Sentence Structure: The student will demonstrate appropriate sentence structure in
writing a complete sentence (simple subject and simple predicate).
5. Sentence Variety: The student will identify declarative (telling), interrogative (asking),
and exclamatory (exciting) sentences.

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6. Spelling: Students are expected to demonstrate appropriate application of spelling
knowledge to the revising and editing stages of writing.
a. Spell correctly frequently used grade-level-appropriate sight words.
b. Spell short vowel words using the cvc pattern (Example: it-hit, an-man).
c. Spell long vowel words using the cvce pattern (Example: lake, bone, time).
7. Handwriting: Students are expected to demonstrate appropriate handwriting in the
writing process.
a. Print legibly and space letters, words, and sentences appropriately.
b. Print using left to right progression moving from the top to the bottom of the
page.

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 ORAL LANGUAGE/LISTENING AND SPEAKING
The student will demonstrate thinking skills in listening and speaking.

Standard 1: Listening – The student will listen for information and for pleasure.
1. Listen attentively and ask questions for clarification and understanding.
2. Give, restate, and follow simple two-step directions.

Standard 2: Speaking – The student will express ideas and opinions in a group or
individual situations.
1. Stay on topic when speaking.
2. Use descriptive words when speaking about people, places, things and events.
3. Recite poems, rhymes, songs and stories.
4. Retell stories using basic story grammar and relating the sequence of story events by
answering who, what, when, where, why, and how questions.
5. Relate an important life event or personal experience in a simple sequence.
6. Provide descriptions with careful attention to sensory detail.
7. Use visual aids such as pictures and objects to present oral information.

Standard 3: Group Interaction - The student will use effective communication strategies
in pair and small group context.
1. Show respect and consideration for others in verbal and physical communications.
2. Make contributions in group discussions.

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 VISUAL LITERACY
The student will interpret, evaluate, and compose visual messages.

Standard 1: Interpret Meaning – The student will interpret and evaluate the various
ways visual image-makers including graphic artists, illustrators, and news
photographers represent meaning.
1. Respond to visual messages by distinguishing between fiction and nonfiction in stories,
videos, and television programs.
2. Respond through talk, movement, music, art, drama and writing in ways that reflect
understanding of a variety of stories and poems.

Standard 2: Evaluate Media - The student will evaluate visual and electronic media
such as film as compared with printed messages.
Example: Make connections between illustrations and print.

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