English Language Arts (ELA)
Reading Objectives
RF1.3a Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs.
RI1.2 Identify the main topic and retell key details of a text.
RI1.7 Use the illustrations and details in a text to describe the key ideas.
RL1.2 Retell stories, including key details, and demonstrates understanding of their central message or lesson.
RL1.7 Use illustrations and details in a story to describe its characters.
RL1.1 Ask and answer key details about a text.
Writing Objectives
W1.3 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.
W1.5 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.
Speaking/Listening
SL1.1a Participate in collaborative conversations with diverse partners about first grade topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussion (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL1.6 Produce complete sentences when appropriate to task and situation.
RF1.3a Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs.
RI1.2 Identify the main topic and retell key details of a text.
RI1.7 Use the illustrations and details in a text to describe the key ideas.
RL1.2 Retell stories, including key details, and demonstrates understanding of their central message or lesson.
RL1.7 Use illustrations and details in a story to describe its characters.
RL1.1 Ask and answer key details about a text.
Writing Objectives
W1.3 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.
W1.5 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.
Speaking/Listening
SL1.1a Participate in collaborative conversations with diverse partners about first grade topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussion (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL1.6 Produce complete sentences when appropriate to task and situation.
Mathematics
Objectives
1.OA.1 Use addition and subtraction with 20 to solve word problems involving situation of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, eg. by using objects, drawings, equations with a symbol for the unknown number to represent the problem.
1.OA.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.8 Determine the unknown whole number in an addition or subtraction equation relating 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 = _.
1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones - called a "ten."
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.OA.1 Use addition and subtraction with 20 to solve word problems involving situation of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, eg. by using objects, drawings, equations with a symbol for the unknown number to represent the problem.
1.OA.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.8 Determine the unknown whole number in an addition or subtraction equation relating 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 = _.
1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones - called a "ten."
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Key Math Vocabulary
one-digit
two-digit fewer more less than more than ten ten more ten less number sentence equation subtraction addition |
compare
unknown sum subtract add total fact family most least equal greater than (>) less than (<) equal to (=) |
Math Work Samples
High-lighting important information and the question being asked is a great strategy used by this student. By high-lighting the important information, the student makes sure not to miss any key details. High-lighting the question being asked reminds the student what he/she is solving for. This also helps when answering math questions using complete sentences and words because it shows the student what question they should use when rephrasing the question in their answer. Fantastic work!
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This student used equations (number sentences), proof pictures and complete sentences to answer the word problem. Using shaded and non-shaded boxes represents two different values. Circles are an easy and quick way to show a value. This students also made sure he/she rephrased the questions in his/her answer. Way to go above and beyond!
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Proof pictures, matching and complete sentences that rephrase the question were used by this student. Matching the values helps students to see how many more one person has compared to the other. It also helps students to see where to start when counting on. Awesome work!
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Science/Social Studies/S.T.E.A.M.
Science Objectives:
1.SI.1.1 Understand that comparing involves observing and describing similarities and differences.
1.SI.1.2 Explain the importance of using beginning and ending points and placing units end to end when measuring.
1.SI.1.3 Understand the use of standard units produces consistent measurement results.
1.SI.1.4 Understand different calibrated devices may be used to measure distances and the lengths of objects of different sizes and shapes.
Science Essential Question: How can we use measurement to compare likenesses and differences?
Language Objectives: I can . . .
Discuss how people or things are alike and different.
Describe how I measure likenesses and differences.
Use comparing words: shorter, shortest, taller, tallest, longer, longest, the same, equal to
Record information on a chart / graph.
Draw, label and write about my investigations.
Measure objects and record the results.
Social Studies Objectives:
1.C&G.1 Understand the importance of rules. Concept(s): Citizenship, Authority, Conflict
1.C & G.1.1 Explain why rules are needed in the home, school and community.
1.C & G. 1.2 Classify the roles of authority figures in the home, school and community (teachers, principal, parents, mayor, park rangers, game wardens etc.)
1.C & G.1.3 Summarize various ways in which conflict could be resolved in homes, schools, classrooms, and communities
Social Studies Essential Question: Why are rules needed in my home?
1.SI.1.1 Understand that comparing involves observing and describing similarities and differences.
1.SI.1.2 Explain the importance of using beginning and ending points and placing units end to end when measuring.
1.SI.1.3 Understand the use of standard units produces consistent measurement results.
1.SI.1.4 Understand different calibrated devices may be used to measure distances and the lengths of objects of different sizes and shapes.
Science Essential Question: How can we use measurement to compare likenesses and differences?
Language Objectives: I can . . .
Discuss how people or things are alike and different.
Describe how I measure likenesses and differences.
Use comparing words: shorter, shortest, taller, tallest, longer, longest, the same, equal to
Record information on a chart / graph.
Draw, label and write about my investigations.
Measure objects and record the results.
Social Studies Objectives:
1.C&G.1 Understand the importance of rules. Concept(s): Citizenship, Authority, Conflict
1.C & G.1.1 Explain why rules are needed in the home, school and community.
1.C & G. 1.2 Classify the roles of authority figures in the home, school and community (teachers, principal, parents, mayor, park rangers, game wardens etc.)
1.C & G.1.3 Summarize various ways in which conflict could be resolved in homes, schools, classrooms, and communities
Social Studies Essential Question: Why are rules needed in my home?