Math Standards

Numbers and Operations

• 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.

• Understand that the two digits of a two-digit number represent amounts of tens and ones.

• Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

• Add within 100, including adding a two-digit number and a one-digit number (15+3=18), and adding a two-digit number and a multiple of 10 (45+20=65).

• Given a two-digit number, mentally find 10 more or 10 less than the number.

• Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (80-20=60).

 

Measurement and Data

• Order three objects by length; compare the lengths of two objects indirectly by using a third object.

• Express the length of an object as a whole number of length units, by laying the measuring unit end to end.

• Tell and write time in hours and half-hours using analog and digital clocks.

• Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

 

Geometry

• Distinguish between defining attributes (triangles are closed and three-sided) versus non-defining attributes (color, orientation, overall size).

• Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders. Use those shapes to make new ones.

• Partition circles and rectangles into two and four equal shares (use halves, fourths, and quarters).

 

Operations and Algebraic Thinking

• Use addition and subtraction within 20 to solve word problems.

• Solve word problems that add three whole numbers whose sum is less than or equal to 20.

• Apply the Commutative Property of addition ( If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known) and the Associate 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).

• Understand subtraction as an unknown-addend problem.

• Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

• Add and subtract within 20.

• Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

• Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.  (8 + ? = 11)

Language Arts Standards

 

Reading: Literature 

• Ask and answer questions about key details in a text.

•  Retell stories, including key details, and demonstrate understanding of their central message or lesson.

• Describe characters, settings, and major events in a story, using key details.

• Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.

•  Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

• Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

• Identify who is telling the story at various points in a text.

•  Use illustrations and details in a story to describe its characters, setting, or events.

• Compare and contrast the adventures and experiences of characters in stories.

•  With prompting and support, read prose and poetry of appropriate complexity for grade 1.

 

Reading: Informational Text 

• Ask and answer questions about key details in a text.

•  Identify the main topic and retell key details of a text.

•  Describe the connection between two individuals, events, ideas, or pieces of information in a text.

•  Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.

•  Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

• Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

•  Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

•  Use the illustrations and details in a text to describe its key ideas.

• Identify the reasons an author gives to support points in a text.

•  Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

• With prompting and support, read informational texts appropriately complex for grade 1.

 

Reading: Foundational Skills

• Demonstrate understanding of the organization and basic features of print.  Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

• Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 

• Distinguish long from short vowel sounds in spoken single-syllable words.

• Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

• Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

• Know and apply grade-level phonics and word analysis skills in decoding words. 

• Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

• Decode regularly spelled one-syllable words.

• Know final -e and common vowel team conventions for representing long vowel sounds.

• Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

• Decode two-syllable words following basic patterns by breaking the words into syllables.

• Read words with inflectional endings (-ed, -es, -ing).

• Recognize and read grade-appropriate irregularly spelled words.

• Read with sufficient accuracy and fluency to support comprehension. 

• Read grade-level text with purpose and understanding.

• Read grade-level text orally with accuracy, appropriate rate, and expression.

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  

Writing

• Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

• Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

• 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.

• 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.

• With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

• Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

•  With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.