First-Grade Power Standards - University of New Mexico



|First-Grade Power Standards | |

|LANGUAGE ARTS |

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|READING |

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|[pic]Integrates knowledge of phonics, meaning clues, and language structure when reading unknown words: |

|uses graphophonic knowledge (e.g., the sound m makes in man) to decode regular one-syllable words, |

|uses semantic cue systems (e.g., pictures, knowledge of the story, topic, context) to resolve ambiguities about word and sentence meanings, |

|uses syntactic cues (e.g., knowledge of sentence and structure and grammar), |

|distinguishes between long and short vowel sounds in orally stated single syllable words. (e.g., bit/bite), |

|blends the phonemes  of one-syllable words (e.g., c-a-t becomes cat), |

|segments the phonemes of one-syllable words (e.g., cat becomes c-a-t), |

|changes the beginning, middle, and ending sounds to produce new words (e.g., cat/bat/bit/bin). |

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|[pic]Demonstrates how print is organized and read: |

|reads from left to right and top to bottom, |

|matches spoken words with print text (one-to-one correspondence), |

|distinguishes among letters, words, and sentences, |

|explains the function of the most commonly used punctuation marks (i.e., period, comma, question mark, exclamation mark), |

| identifies the title and author of a reading selection, and |

|identifies high frequency words and common irregularly spelled words (e.g., two, where, said, here). |

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|[pic]Expands vocabulary: |

|classifies grade-appropriate categories (e.g., animals, foods) of words, and |

|reads, listens, and interacts in a variety of situations. |

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|[pic]Reads grade level text aloud with fluency, accuracy, comprehension, and appropriate intonation and expression. |

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|[pic]Responds and elaborates in answering who, what, when, where, how, why, and what if questions. |

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|[pic]Retells stories and events, indicating beginning, middle, and end. |

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|WRITING |

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|[pic]Uses the writing process to create a final product: |

|composes first drafts, using appropriate parts of the writing process (e.g., some attention to planning, drafting, rereading for meaning, and some |

|self-correction), |

|applies knowledge of phonics to write independently, using developmental and/or conventional spelling, and |

|self-monitors composition using rereading and peer conferencing. |

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|[pic]Uses writing conventions (i.e., grammar, spelling,  capitalization, and punctuation): |

|demonstrates penmanship skills by forming all upper and lower case letters in manuscript and properly spacing between letters and words, |

|uses a variety of strategies (e.g., phonics, word banks, environmental print) to write independently, using developmental and/or conventional spelling,|

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|uses phonetic knowledge and basic word patterns to spell three-and four-letter words correctly, |

|uses basic capitalization (e.g., first word in a sentence, proper nouns) and punctuation (e.g., period to end declarative sentence, question mark to |

|end interrogative sentence), and |

|uses complete sentences to write simple text. |

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|[pic]Uses appropriate types of writing (i.e., descriptive, narrative, expressive, expository, persuasive, and analytical) for the intended purpose and |

|audience: |

|uses and extends an author’s model of language (e.g., writes different endings for the story, composes an innovation of a poem) and |

|composes a variety of written products (e.g., short stories, letters, journal entries, poems, descriptions of familiar persons, places, or objects. |

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|EXPRESSIVE LANGUAGE: SPEAKING |

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|[pic]Uses appropriate types of speaking (i.e., descriptive, narrative, expressive, expository, persuasive, and analytical) for a variety of purposes |

|and audiences: |

|participates in classroom discussions, and |

|recites nursery rhymes, chants, songs, and poetry; recognizes repetition and predicts repeated phrases. |

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|RECEPTIVE LANGUAGE: LISTENING AND VIEWING |

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|[pic]Increases vocabulary through reading, listening, and interacting in a variety of situations. |

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|[pic]Repeats and follows oral and written two-step instructions. |

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|RESEARCH |

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|[pic]Alphabetizes words by first letter. |

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|MATH |

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|NUMBER AND OPERATIONS |

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|[pic]Demonstrate an understanding of the place-value structure of the base-ten number system: |

|read, write, model, and sequence whole numbers up to 100 (including filling in missing numbers in a sequence) |

|count with understanding and recognize “how many” in sets of objects up to 50; count orally by 2s to 20 and by 5s and 10s to 100 |

|count orally backward from 100; compare and order numbers up to 100 |

|decompose and recombine numbers using manipulatives (e.g., by breaking numbers apart and recombining) to create and construct equivalent |

|representations for the same number (e.g., 10=3+7 or 1+2+7 or 3+2+5) |

|group objects by 10s and 1s to explore place value (e.g., 24 equals two tens and four ones) |

|use ordinal numbers (e.g., what position?) and cardinal numbers (e.g., how many?) appropriately |

|connect number words and numbers to the quantities they represent |

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|[pic]Solve addition and subtraction problems with one- and two-digit numbers (e.g., 5 +  58=?). |

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|[pic]Use strategies for whole-number computation, with a focus on addition and subtraction (e.g., counting on or counting back, doubles, sums that make|

|10, direct modeling with pictures or objects, numerical reasoning based on number combinations and relationships). |

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|ALGEBRA |

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|[pic]Recognize, reproduce, describe, extend, and create repeating patterns (e.g., color, shape, size, sound, movement, simple numbers) and translate |

|from one representation to another (e.g., red, red, blue, blue to step, step, clap, clap). |

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|[pic]Write number sentences that use concrete objects, pictorial, and verbal representations to express mathematical situations using invented and |

|conventional symbols (e.g., +,-, =). |

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|GEOMETRY |

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|[pic]Participate in group and individual activities based on the concepts of space and location: |

|describe direction, location, space, and shape (e.g., left, right, over, under, near, far, between) |

|visualize, describe, and record directions for navigating from one location to another to develop the vocabulary needed to describe direction, |

|distance, location, and representation |

|use materials to create representations of the surrounding environment (e.g., three-dimensional models, maps of the classroom) |

|develop estimates and measure distances using nonstandard measurements |

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|[pic]Use combinations of shapes to make a new shape to determine relationships between shapes (e.g., a hexagon can be made from 6 triangles). |

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|MEASUREMENT |

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|[pic]Measure with multiple copies of units the same size (e.g., paper clips). |

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|DATA ANALYSIS AND PROBABILITY |

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|[pic]Collect, organize, represent, and compare data by category on graphs and charts to answer simple questions: |

|answer questions about “how” data can be gathered |

|gather data by interviewing, surveying, and making observations |

|organize data into appropriate categories by sorting based on shared properties |

|participate in discussions about selecting an appropriate way to display the data |

|represent data using objects, pictures, tables, and simple bar graphs. |

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|[pic]Analyze simple data: |

|interpret what the graph or other representation shows |

|determine whether or not the data gathered helps answer the specific question that was posed |

|compare parts of the data (e.g., “How many students have lost none, one, two, or three teeth?”) to make statements about the data as a whole (e.g., |

|“Most students in the class have lost only two teeth”). |

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|[pic]Discuss the likelihood of events (based on student experiences or from books) using terminology such as “more likely”, “less likely”, “possible”, |

|“certain”. |

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|SOCIAL STUDIES |

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|HISTORY |

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|[pic]Identify common attributes of people living in New Mexico today. |

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|[pic]Identify the significance of United States historical events and symbols (e.g., Martin Luther King Jr. Day, Memorial Day, Independence Day, Labor |

|Day, Veterans Day, United States flag, bald eagle). |

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|[pic]Demonstrate the use of timelines in order to show events in relation to one another. |

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|GEOGRAPHY |

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|[pic]Create, use, and describe simple maps to identify locations within familiar places (e.g., classroom, school, community, state). |

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|[pic]Identify characteristics of culture (e.g., language, customs, religion, shelter). |

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|CIVICS AND GOVERNMENT |

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|[pic]Understand the purpose of rules and identify examples of rules and the consequences of breaking them. |

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|[pic]Explain and apply “good citizenship” traits within the school community using the elements of fair play, good sportsmanship, the idea of treating |

|others the way you want to be treated, and being trustworthy. |

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|ECONOMICS |

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|[pic]Define and differentiate between needs and wants. |

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|[pic]Understand the concept of goods and services. |

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|SCIENCE |

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|SCIENTIFIC THINKING AND PRACTICE |

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|[pic]Make observations, develop simple questions, and make comparisons of familiar situations (e.g., What does the seed look like when it starts to |

|grow?). |

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|[pic]Describe relationships between objects (e.g., above, next to, below) and predict the results of changing the relationships (e.g., When that block |

|moves, what will happen to the one next to it?). |

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|PHYSICAL SCIENCE |

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|[pic]Observe that the three states of matter (i.e., solids, liquids, and gases) have different properties (e.g., water can be liquid, ice, or steam). |

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|[pic]Observe and describe how energy produces changes (e.g., heat melts ice, gas makes cars go uphill, electricity makes TVs work). |

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|LIFE SCIENCE |

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|[pic]Know that living organisms (e.g., plants, animals) inhabit various environments and have various external features to help them satisfy their |

|needs (e.g., leaves, legs, claws). |

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|[pic]Identify differences between living and nonliving things. |

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|EARTH AND SPACE SCIENCE |

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|[pic]Describe the basic patterns of objects as they move through the sky: |

|sun appears in the day |

|moon appears at night but can sometimes be seen during the day |

|sun and moon appear to move across the sky |

|moon appears to change shape over the course of a month |

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|[pic]Know that simple tools can be used to measure weather conditions (e.g., thermometer, wind sock, hand held anemometer, rain gauge) and that |

|measurements can be recorded from day to day and across seasons. |

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|SCIENCE AND SOCIETY |

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|[pic]Know that germs can be transmitted by touching, breathing, and coughing, and that washing hands helps prevent the spread of germs. |

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