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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