Grade 1

Grade One
STANDARD 1: English-Language Arts
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
Concepts About Print
1.1 Match oral words to printed words.
1.2 Identify the title and author of a reading selection.
1.3 Identify letters, words, and sentences.
Phonemic Awareness
1.4 Distinguish initial, medial, and final sounds in single-syllable words.
1.5 Distinguish long-and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).
1.6 Create and state a series of rhyming words, including consonant blends.
1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).
1.8 Blend two to four phonemes into recognizable words (e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ = flat).
1.9 Segment single syllable words into their components (e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich).
Decoding and Word Recognition
1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long-and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.
1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).
1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.
1.13 Read compound words and contractions.
1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).
1.15 Read common word families (e.g., -ite, -ate).
1.16 Read aloud with fluency in a manner that sounds like natural speech.
Vocabulary and Concept Development
1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).
Structural Features of Informational Materials
2.1 Identify text that uses sequence or other logical order.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Respond to who, what, when, where, and how questions.
2.3 Follow one-step written instructions.
2.4 Use context to resolve ambiguities about word and sentence meanings.
2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).
2.6 Relate prior knowledge to textual information.
2.7 Retell the central ideas of simple expository or narrative passages.
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.
3.2 Describe the roles of authors and illustrators and their contributions to print materials.
3.3 Recollect, talk, and write about books read during the school year.
Writing
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus.
1.1 Select a focus when writing.
1.2 Use descriptive words when writing.
Penmanship
1.3 Print legibly and space letters, words, and sentences appropriately.
2.0 Writing Applications (Genres and Their Characteristics)
2.1 Students generate ideas before writing on self-selected topics and assigned tasks (for example, brainstorming).
2.2 Students make a plan before writing.
2.3 Students focus on a central idea (for example, familiar person, place, object, experience).
2.4 Students write legibly using manuscript form (for example, print numbers and upper- and lower-case letters; uses left to right sequencing; spaces between words and sentences).
2.5 Students use descriptive words to convey ideas in writing.
2.6 Students use an organizational structure in writing (including beginning, middle and end; using supporting details).
2.7 Students use strategies for narrative writing (for example, using story elements, using some dialogue).
2.8 Students evaluate their own and other’s writings (for example, rereads own writing to check for meaning; respond constructively to other’s writing).
2.9 Students revise by adding and substituting text.
2.10 Students use spelling approximations and some conventional spelling.
2.11 Students spell commonly used, phonetically regular words at first grade or higher level.
2.12 Students use end punctuation and capitalize initial words of sentences, names of people, “I”, days of the week, and months of the year.
2.13 Students use complete sentences in writing.
2.14 Students write stories about experiences, people, objects, or events.
2.15 Students contribute ideas during a group writing activity.
2.16 Students write formal texts (for example, journal entries, reading, response).
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this level.
Sentence Structure
1.1 Write and speak in complete, coherent sentences.
Grammar
1.2 Identify and correctly use singular and plural nouns.
1.3 Identify and correctly use contractions (e.g., isn’t, aren’t, can’t, won’t) and singular possessive pronouns (e.g., my/ mine, his/ her, hers, your/s) in writing and speaking
Spelling
1.4 Spell three-and four-letter short-vowel words and grade-level-appropriate sight words correctly.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1 Listen attentively.
1.2 Ask questions for clarification and understanding.
1.3 Give, restate and follow simple two-step directions.
Organization and Delivery of Oral Communication
1.4 Stay on the topic when speaking.
1.5 Use descriptive words when speaking about people, places, things, and events.
1.6 Speak clearly and use appropriate volume in a variety of settings (for example, large or small groups, learning centers).
1.7 Use eye contact and appropriate gestures to enhance oral delivery.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English. Using the speaking strategies of grade one outlined in Listening and Speaking Standard 1.0, students:
2.1 Recite poems, rhymes, songs, and stories.
2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.
2.3 Relate an important life event or personal experience in a simple sequence.
2.4 Provide descriptions with careful attention to sensory detail.
STANDARD 2: Mathematics
Number Sense
By the end of grade one, students understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data and analyze and solve simple problems.
1.0 Students understand and use numbers up to 100:
1.1 Count, read, and write whole numbers to 100.
1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >).
1.3 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, 2 + 2 + 2 + 2, 10 -2, 11 -3).
1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).
1.5 Identify and know the value of coins and show different combinations of coins that equal the same value.
1.6 Identify and know the value of local money.
1.7 Explains and compares fractions.
2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:
2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory by using fact families.
2.2 Use the inverse relationship between addition and subtraction to solve problems. (associative and commutative).
2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.
2.4 Count by 2s, 5s, and 10s to 100.
2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).
2.6 Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 58 = __).
2.7 Find the sum of three one-digit numbers.
3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, and hundreds places:
3.1 Make reasonable estimates when comparing larger or smaller numbers.
Algebra and Functions
1.0 Students use number sentences with operational symbols and expressions to solve problems:
1.1 Write and solve number sentences from problem situations that express relationships involving addition and subtraction.
1.2 Understand the meaning of the symbols +, -, =.
1.3 Create problem situations that might lead to given number sentences involving addition and subtraction.
Measurement and Geometry
1.0 Students use direct comparison and non standard units to describe the measurements of objects:
1.1 Compare the length, weight, and volume of two or more objects by using direct comparison or a non standard unit.
1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).
1.3 Knows appropriate tools (clocks and calendar) for measuring time (including days, weeks and months).
1.4 Demonstrate an understanding of temperature using thermometers.
1.5 Uses non standard, customary, and metric units to measure, compare, and order objects according to their lengths, weights or volume.
2.0 Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space:
2.1 Classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being used for classification.
2.2 Follows directions to move or place an object and describes the relationship of the objects using positional language (for example, over, to the left of).
2.3 Locates and explains known and unknown numbers on a number line from 0 to 100 or more.
Statistics, Data Analysis, and Probability
1.0 Students organize, represent, and compare data by category on simple graphs and charts:
1.1 Sort objects and data by common attributes and describe the categories.
1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs.
2.0 Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors:
2.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape).
2.2 Constructs appropriate questions for a class survey, in a whole group setting.
2.3 Analyzes results of a class survey as part of a class discussion.
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
2.0 Students solve problems and justify their reasoning:
2.1 Explain the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students note connections between one problem and another.
STANDARD 3: Science
Physical Sciences
1.0 Materials come in different forms (states), including solids, liquids, and gases.
1.1 Know that solids, liquids, and gases have different properties.
1.2 Know that the properties of substances can change when the substances are mixed, cooled, or heated.
1.3 Know that objects can be grouped according to their physical characteristics (for example, shape, color, texture, form, size).
1.4 Know that objects are composed of parts that are too small to be seen without magnification (for example, rocks, cookies, string, paper).
1.5 Understand various ways gravity affects the motion of objects (for example, an object on a ramp, an object that is dropped).
Life Sciences
2.0 Plants and animals meet their needs in different ways.
2.1 Know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places.
2.2 Know both plants and animals need water, animals need food, and plants need light.
2.3 Know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting.
2.4 Know how to infer what animals eat from the shapes of their teeth (e.g., sharp teeth: eats meat; flat teeth: eats plants).
2.5 Know roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight.
2.6 Know how to classify things as living and nonliving.
Earth Sciences
3.0 Weather can be observed, measured, and described.
3.1 Know how to use simple tools (e. g., thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons.
3.2 Know that the weather changes from day to day but tthat trends in temperature or of rain (or snow) tend to be predictable during a season.
3.3 Know the sun warms the land, air, and water.
3.4 Understand that models (for example, terrarium or aquarium) can be used to observe processes and changes over time.
3.5 Extend and refines knowledge of ways to care for the Earth at home and in school.
3.6 Know that night and day are caused by the rotation of the Earth.
Investigation and Experimentation
4.0 Scientific progress is made by asking meaningful questions and conducting careful investigations.
4.1 Draw pictures that portray some features of the thing being described.
4.2 Record observations and data with pictures, numbers, or written statements.
4.3 Record observations on a bar graph.
4.4 Describe the relative position of objects by using two references (e. g., above and next to, below and left of).
4.5 Make new observations when discrepancies exist between two descriptions of the same object or phenomenon.
4.6 Work with others to complete an experiment or to solve a problem.
4.7 Use a variety of tools (for example, thermometers, magnifiers, rulers, scales, computers) to identify characteristics of objects.
STANDARD 4: History-Social Science
A Child’s Place in Time and Space
Students in grade one continue a more detailed treatment of the broad concepts of rights and responsibilities in the contemporary world. The classroom serves as a microcosm of society in which decisions are made with respect for individual responsibility, for other people, and for the rules by which we all must live: fair play, good sportsmanship, and respect for the rights and opinions of others. Students examine the geographic and economic aspects of life in their own neighborhoods and compare them to those of people long ago. Students explore the varied backgrounds of world citizens and learn about the symbols, icons, and songs that reflect our common heritage.
1.0 Students describe the rights and individual responsibilities of citizenship.
1.1 Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules), giving examples of both systems in their classroom, school, and community.
1.2 Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the “Golden Rule.”
2.0 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/ or human characteristics of places.
2.1 Locate on maps and globes their local community, Curacao, the United States, the seven continents, and the four oceans.
2.2 Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.
2.3 Construct a simple map, using cardinal directions (north, south east, and west) and map symbols. Knows terms used to describe distance (for example meters, kilometers).
2.4 Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.
2.5 The student understands similarities and differences between life in cities, towns, suburbs and farms
2.6 The student understands ways natural resources affect our daily life.
3.0 Students know and understand the symbols, icons, and traditions of the World that provide continuity and a sense of community across time.
3.1 Understand the significance of our national holidays and the heroism and achievements of the people associated with them. Holidays: Flag Day, Carnival, Queens Birthday, Antillean Day.
3.2 Identify symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, Curacao flag, Dutch flag, the Lion, and know the people and events associated with them.
4.0 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.
4.1 Examine the structure of schools and communities in the past.
4.2 Study transportation methods of earlier days.
4.3 Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.
5.0 Students describe the human characteristics of familiar places and the varied backgrounds of citizens and residents in those places.
5.1 Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.
5.2 Understand the ways in which American Indians and immigrants have helped define American culture.
5.3 Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.
6.0 Students understand basic economic concepts and the role of individual choice in a free-market economy.
6.1 Understand the concept of exchange and the use of money to purchase goods and services.
6.2 Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home.
6.3 Understands the basic concept of scarcity.
6.4 Knows different types of work to benefit the family or community.
6.5 Knows ways in which people exchange goods and services (for example, barter, payment).
6.6 Knows different ways to save money.
7.0 Time, Community, and Change
7.1 Knows ways people in different cultures live work, play, move about, andcommunicate. Cultures to study: Curacao, Holland and one country in Africa.
7.2 The student knows ways to investigate and document a family history.
7.3 The student understands calendar time (days, weeks, months and years).
7.4 The student knows ways in which communication methods have changed (for example, the transition from the block printing process to the invention of the printing press and the computer).
7.5 The student knows ways changes in communication have affected the daily lives of people.
7.6 The student knows significant aspects of the lives and accomplishments of selected men and women in history and selected scientist and inventors. People that are known world wide as well people in the history of Curacao and Holland.( for example Tula, Bolivar, Willem van Oranje, Peter Stuyvesant, Vespucci, Alonso de Ojeda, Bell, Wright Brothers ,Louis Pasteur, Thomas Edison, Edward Jenner).
7.7 The student understands ways in which selected art forms reflect daily life, history, and beliefs (for example cave paintings).
7.8 The student knows that people move from place to place for a variety of reason.

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