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Grade 1 Language Arts BenchmarksReads a variety of texts at grade levelTrimester12341stStudent has achieved reading success at below grade level texts (C or below).Student has achieved reading success at approaching grade level texts (Level D).Student has achieved reading success at grade level texts (Level E).Student has achieved independent reading success at above grade level texts (Level F or above).2ndStudent has achieved reading success at below grade level texts (Level E or below).Student has achieved reading success at approaching grade level texts (Level F-G).Student has achieved reading success at grade level texts (Level H-I).Student has achieved independent reading success at above grade level texts (Level J and above).3rdStudent has achieved reading success at below grade level texts (Level F or below).Student has achieved reading success at approaching grade level texts (Level G-I). Student has achieved reading success at grade level texts (Level J). Student has achieved independent reading success at above grade level texts (Level K and above). Reading level as indicated on Running RecordsAsks and answers questions about details in a textTrimester12341stStudent demonstrates little or no understanding of nonfiction texts.Student demonstrates a partial literal understanding of nonfiction texts.Student demonstrates a literal understanding of grade-level nonfiction texts.Students uses text features and structures and applies target grade=level skills.Student demonstrates thorough literal understanding of above-grade level nonfiction texts.Students describes, compares, contrasts, analyzes and explains story structure, elements, & characters and how they respond and change across texts. 2ndStudent demonstrates a weak understanding of fictional texts.Retelling and responses of below grade-level texts include a few minor and unrelated details that are stated in the texts.Student demonstrates a partial understanding of fictional texts.Retelling and responses to below grade-level texts include some relevant details that are stated in the text.Student demonstrates a literal understanding of grade-level fictional texts.Retelling and responses identify relevant ideas and details stated in the text.Student demonstrates a thorough literal understanding of above-grade level fiction texts.Retelling and responses explain and extend thinking about relevant ideas and details stated in text.3rdStudents asks and answers a few literal questions.Student identifies and minimally describes some story elements and character traits.Students inconsistently uses text features and structures to apply skills.Student asks and answers some literal questions. Student asks and answers literal questions to uncover stated main ideas, details, and the author’s purpose of the text and sections of the text.Student identifies the genres of stories read.Student cities specific support to assist in interpretation of text. Student asks and answers questions to identify main ideas, relevant details, the author’s purpose, and author’s message within sections of the texts and in two or more related texts.Student cities specific support to assist in interpretation of text.Uses different strategies to figure out unknown words, and corrects their own mistakes.Trimester12341stStudent demonstrates a limited understanding of decoding regularly spelled one-syllable words.Students demonstrates a limited understanding of decoding two-syllable words following basic patterns by breaking the words into syllables. Student demonstrates a partial understanding of decoding regularly spelled one-syllable words. Student demonstrates a partial understanding of decoding two-syllable words following basic patterns by breaking the words into syllables. Student can decode regularly spelled one-syllable words. Student can decode two-syllable words following basic patterns by breaking the words into syllables. Student can read words with the spelling-sound correspondences for common consonant digraphs. 2ndStudent demonstrates a limited understanding of decoding words with the spelling-sound correspondences for common consonant digraphs. Students demonstrates a limited understanding of decoding words with the final –e and common vowel team conventions for representing long vowel sounds.Student demonstrates a limited understanding of distinguishing long from short vowel sound in spoken single-syllable words.Student demonstrates a partial understanding of decoding words with the spelling-sound correspondences for common consonant digraphs. Students demonstrates a partial understanding of decoding words with the final –e and common vowel team conventions for representing long vowel sounds. Student demonstrates a partial understanding of distinguishing long from short vowel sounds in spoken single-syllable words. Student can read words with the spelling-sound correspondences for common consonant digraphs. Student can read words with the final –e and common vowel team conventions for representing long vowel sounds.Student distinguishes long from short vowel sounds in spoken single-syllable words. Student can read words with the final –e and common vowel team conventions for representing long vowel sounds.Student distinguishes long from short vowel sounds in spoken single-syllable words. Student can read words with inflectional endings. 3rdStudent demonstrates 95-98% reading accuracy or better on a Level F or below text.Student demonstrates 95-98% reading accuracy or better on a Level G-1.Student demonstrates 95-98% reading accuracy or better on a Level J text.Students demonstrates 99% reading accuracy or better on a Level J or higher text.Reads smoothly, quickly, and with expression Demonstrates the ability to read accurately at an appropriate pace with expression.Trimester12341stIn below-grade-level texts:Student is unable to use context and/or grade level phonics to effectively decode unknown words.In below-grade-level texts:Student ineffectively or inaccurately applies grade level phonics and word analysis skills in decoding unknown words.In grade-level texts:Knows and applies grade level phonics and word analysis skills in decoding unknown words.In above-grade-level texts:Knows and applies grade level phonics and word analysis skills in decoding unknown words.2ndIn below-grade-level texts:Student rereads text too frequently, slowing down the reading process. Student does not attend to internal punctuation and very little ending punctuation.In below-grade-level texts:Reading and phrasing sounds choppy some of the time.Student attends to some internal and most ending punctuation. In grade-level texts:Student uses phrases to read longer sentences.Student attends to most internal and all ending punctuation.In above-grade-level texts:Student attends to and uses phrasing to read longer and more complex sentences.Student attends to internal and ending punctuation. 3rd In below-grade-level texts:Expression is monotone.Student does not correct mispronunciations.Student frequently inserts or deletes unknown words.Lack of fluent reading is evident.Reading of leveled text is very choppy and slow.In below-grade-level texts:Student uses very little or no expression matched to meaning.Student mispronunciations go uncorrected most of the time.Student sometimes inserts or deletes unknown words.Student is somewhat fluent.Student reads either very slowly or very quickly.In grade-level texts:Expression is matched to text.Uses context to confirm or self-correct word recognition.Student demonstrates fluent reading.Student reads accurately.In above-grade-level texts:Expression supports understanding.Uses context to confirm or self-correct word recognition.Students demonstrates fluent reading of above-level text.Reading is fluid and accurate.Grade 1 Language Arts Beanchmarks WRITING STANDARDSConstructs a variety writing pieces.Trimester12341stStudent requires adult support to write narrative writing pieces.Most of the student’s ideas are not relevant to the topic.Student does not use pre-writing strategies taught in units of study.Student requires prompting and support to produce writing.Student requires some support to write narrative writing pieces.Student’s writing is partially organized with some ideas relevant to the topic.Student uses a few pre-writing strategies taught in units of study.Student requires prompting to develop ideas and create plans for writing.Student can write narrative writing pieces.Student’s writing is organized; most ideas are relevant to the topic. Student uses some pre-writing strategies to identify and narrow topic and to plan parts of the writing (lists, webs, and organizers), as taught in units of study. Student writes narratives in which they recount a well-elaborated event or short sequence of events, and include details to describe actions, thoughts, and feelings. Student’s writing is organized with ideas that are relevant to the topic. Student uses pre-writing strategies taught in units of study to narrow a topic and to thoroughly plan writing.2ndStudent is unable to state an opinion related to the topic.Student writes opinion pieces in which they introduce the topic or name the book they are writing about and state an opinion.The student may not supply a coherent reason for their opinion that relates to the topic. Students writes 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 in a complete sentence. Student writes opinion pieces in which they introduce the topic or book they are writing about, sate an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 3rdStudent requires adult support to write informative/explanatory texts in which they name a topic. Students has great difficulty supplying facts about the topic.Student does not provide some sense of closure.Student requires adult support to write “how-to” books on a given topic and using them to write a sequence of instructions.Student requires some support to write informative/explanatory texts in which they name a topic. Student has some difficulty supplying facts about the topic, and providing some sense of closure.Student requires some support to write “how-to: books on a given topic and using them to write a sequence of instructions.Student writes informative/explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. Student can participate in shared research and writing projects, and can explore a number of “how-to” books on a given topic and use them to write a sequence of instructions. Student writes informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.Student participates in shared research and writing projects, and can read a number of books on a single topic to produce a report or record science observations. Adds details to strengthen writing.Trimester12341stThere is a beginning with one or two unrelated details.Story just ends without a clear sense of closure.Most of the student’s ideas are not relevant to the topic.Student uses many sentence fragments or run-ons. Student writes with a beginning and end with a few details.Some sentences are incomplete or run-on.Student writes with a clear beginning, middle, and end with related details in each part.Student writes complete sentences.Student writes with a well-developed beginning, middle, and end with many relevant details.Student writes different kinds of complete and complex sentences. 2ndWith guidance and support from adults, the student is unable to recall information from experiences or gathers information from provided sources to answer a question. With guidance and support from adults, the student recalls information from experiences.With guidance and support from adults, the student recalls information from experiences or gathers information form provided sources to answer a questions. Student independently recalls information from experiences or gathers information from provided sources to answer a question. 3rdStudent uses little to no detail (i.e. adjectives, verbs, expressive language, and/or dialogue) when writing. Student does not use temporal words to signal events, order and provide a sense of closure.Student uses few details (i.e. adjectives, verbs, expressive language, and/or dialogue) when writing.Student rarely uses temporal words to signal events, order and provide a sense of closure.Student uses some detail (i.e. adjectives, verbs, expressive language) when writing. Student is beginning to include temporal words to signal events, order and provide a sense of closure. Student uses great detail (i.e. adjectives, verbs, expressive language, and/or dialogue) when writing.Student uses temporal words to signal events, order and provide a sense of closure. Grade 1 Language Arts Beanchmarks SPEAKING AND LISTENING STANDARDSParticipates in discussions about grade on topics and texts.Trimester12341stStudent rarely or never participates in group discussion even with adult support.Student rarely or never remains on the group discussion topic even with adult support. Student occasionally participates in group discussion with adult support.Student sometimes remains on the group discussion topic with adult support.Student participates in group discussion.Student remains on the group discussion topic.Student always participates in group discussion.Student follows the agreed-upon rules for discussions.Student consistently remains on the group discussion topic.Student asks for clarification and further explanation as needed about the topics and texts under discussion.2ndStudent rarely or never remains on the group discussion topic even with adult support.Student occasionally listens to peers and teachers cooperatively with adult support. Student listens to peers and teachers cooperatively.Student consistently listens to peers and teachers cooperatively.Student participates in collaborative conversations with diverse partners.3rdStudent rarely or never listens to peers and teachers cooperatively even with adult support.Student occasionally listens to peers and teachers cooperatively with adult support.Student engages in conversations with peers about topics. Student always engages in conversations with peers about topics.Student builds on others’ talk in conversations by linking their comments to the remarks of others. Clearly describes people, places, things, and events in detail.Trimester12341stStudent rarely or never speaks in complete sentences.Student cannot recall characters or their names.Students cannot provide the setting to a text.Student speaks in complete sentences, but occasionally does not use proper syntax.Student can recall characters, but may not say their proper names.Students can provide one general setting.Student speaks in complete sentences.Student can call some characters by name.Students can recall one or two settings.Student speaks in complete sentences with a sophisticated vocabulary. Student can call all characters by name.Students can recall multiple settings.2ndStudents cannot recall important events and details.Student cannot state the main topic and/or key details.Student requires five or more prompts to retell a story.Student can state general ideas, key ideas, and/or facts.Students can recall one or two important events and details that may be out of sequence.Student requires three or four prompts to retell a story.Student can identify the main topic and retell key details of a text.Students can recall some important events and details in sequence.Student requires one or two prompts to retell a story. Student can identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.Students can recall all important events and details in sequence.Student does not require prompts to retell a story.3rdStudent does not use language and vocabulary from a text. Student uses little language and vocabulary from a text.Student uses some language and vocabulary from a text.Student uses complex language and vocabulary from a text. Student can comment on a text.Student can elaborate using extensive details or prior knowledge.Grade 1 Language Arts Beanchmarks LANGUAGE STANDARDSUses correct grammar and punctuation.Trimester12341stStudent frequently requires adult support to print uppercase and lowercase letters.Student frequently requires adult support to use end punctuation for sentences.Student sometimes requires adult support to print uppercase and lowercase letters.Student sometimes requires adult support to use end punctuation for sentences.Student is able to print all uppercase and lowercase letters.Student can use end punctuation for sentences.Student consistently prints all uppercase and lowercase letters. Student can use end punctuation for all sentences written.2ndStudent frequently requires adult support to use singular and plural nouns.Student frequently requires adult support to use common, proper, and possessive nouns. Student frequently requires adult support to use verbs to convey a sense of past, present, and future.Student sometimes requires adult support to use singular and plural nouns.Student sometimes requires adult support to use common, proper, and possessive nouns.Student sometimes requires adult support to use verbs to convey a sense of past, present, and future. Student can use singular and plural nounsStudent can use common, proper, and possessive nouns.Student can use verbs to convey a sense of past, present, and future.Student use frequently occurring adjectives. Student can capitalize dates and names of people.Students can use commas in dates and to separate single words in a series.3rdStudent frequently requires adult support to capitalize dates and names of people. Student sometime requires adult support to capitalize dates and names of people. Student use frequently occurring adjectives. Student can capitalize dates and names of people. Students can use commas in dates and to separate single words in a series.Student can use adjectives and adverbs.Student can capitalize holidays, product names, and/or geographic names.Student can use commas in greetings and closings of letters.Sounds out words to spell correctly.Trimester12341stStudent does not or frequently requires adult support to use or edit spelling of grade-level decodable and high-frequency words. Student sometimes requires adult support to use and edits spelling of grade-level decodable and high-frequency words. Student uses spelling of many grade-level decodable and high-frequency words.Student uses and edits spelling of grade-level and above grade-level decodable and high frequency words.2ndStudent frequently requires adult support to or does not use conventional spelling for words with common spelling patterns.Student sometimes requires adult support to use conventional spelling for words with common spelling patterns.Student uses conventional spelling for words with common spelling patterns.Student uses conventional spelling for high-frequency and other studied words and for adding suffixes to base words. 3rdStudent frequently requires adult support to or does not use conventional spelling for frequently occurring irregular words.Student frequently requires adult support to or does not spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Student sometimes requires adult support to use conventional spelling for frequently occurring irregular words.Student sometimes requires adult support to spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Student uses conventional spelling for frequently occurring irregular words.Student spells untaught words phonetically, drawing on phonemic awareness and spelling conventions.Student consults reference materials, as needed to check and correct spellings.Student generalizes learned spelling patterns when writing words (e.g., cage – badge; boy – boil). ................
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