| GLE 1 |
Demonstrate understanding of phonemic awareness by: creating and stating a series of rhyming words, including consonant blends, distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words, distinguishing long- and short-vowel sounds related to the same letter in one-syllable spoken words (e.g., the a is short in ran and long in make ), segmenting single-syllable real and nonsense words with as many as five sounds (phonemes) into separate sounds (phonemes) and blending as many as five sounds (phonemes) into single-syllable real or nonsense words, without looking at the word or letters in print, and adding, deleting, or substituting sounds (phonemes) to create new words
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| GLE 2 |
Demonstrate understanding of phonics by: decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r -controlled vowels, and long vowels spelled with more than one letter, including silent e, reading one- and two-syllable words with short- and long-vowel sounds spelled with common spelling patterns, identifying and reading words from common word families, recognizing base words and their inflectional forms (e.g., suffixes, -s, -es, -ed, -ing, -est, -er ), reading high-frequency, grade-appropriate nonphonetic words with automaticity) |
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| GLE 3 |
Use pictures and context clues to confirm meaning of unfamiliar words |
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| GLE 4 |
| Identify grade-appropriate compound words in print
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| GLE 5 |
Identify grade-appropriate contractions (e.g., isn't, can't, don't ) |
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| GLE 6 |
Identify words in categories with shared conceptual or definitional characteristics |
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| GLE 7 |
Give more than one definition for grade-appropriate words that have more than one meaning |
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| GLE 8 |
Identify the author and the illustrator of a book |
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| GLE 9 |
Identify that the first sentence of a paragraph is indented |
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| GLE 10 |
| Identify table of contents in a book |
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| GLE 11 |
| Demonstrate ability to read and follow two-step written directions |
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| GLE 12 |
Identify story elements, including: speaker or narrator, setting, characters, plot, and problems and solutions |
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| GLE 13 |
| Identify literary devices, including dialogue |
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| GLE 14 |
Retell a story's beginning, middle, and end |
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| GLE 15 |
| Retell important facts from informational text |
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| GLE 16 |
| Compare the similarities/differences between events in a story and events in life |
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| GLE 17 |
Identify themes in texts and relate themes to personal prior experience or experience of others |
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| GLE 18 |
Demonstrate oral reading fluency of at least 40 words per minute in first-grade text with appropriate phrasing and intonation |
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| GLE 19 |
Identify and state/tell cultural differences found in literature read aloud |
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| GLE 20 |
| Explain the difference between a fable and a fairy tale |
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| GLE 21 |
Distinguish between a poem, a fable, and a fairy tale |
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| GLE 22 |
Demonstrate understanding of information in texts using a variety of strategies, including: identifying the main idea and some details in a text, after finishing a story, discuss predictions made during reading to determine whether they were reasonable, making simple inferences about characters and events, and resolving questions about meaning by using prior knowledge, basic reasoning skills, context clues, and pictures during read-alouds
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| GLE 23 |
Identify alternative solutions and consequences to a problem in texts |
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| GLE 24 |
| Identify an author's purpose for writing (e.g., to entertain, to inform, to describe) |
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| GLE 25 |
Apply basic reasoning skills, including: identifying simple causes and effects in stories, telling differences between reality and fantasy in texts, formulating questions beginning with who , what , when , where , and why about texts read independently
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| GLE 26 |
| Write simple stories with a central idea or event; a beginning, middle, and end; and details |
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| GLE 27 |
Use specific action and descriptive words when writing a story, description, or narration (e.g., stomped instead of walked and magnificent instead of big ) for a specific purpose and/or audience |
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| GLE 28 |
Participate in group writing activities and processes, including: using prewriting strategies, including listing, brainstorming, and drawing to generate ideas for writing, planning for writing by completing a partially completed graphic organizer, writing a first draft of a story, letter, or description using complete sentences, conferencing with a teacher or peers about how to improve writing and incorporate ideas into final paper, revising/editing own writing in first draft, and creating individual and class-written texts for publication
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| GLE 29 |
Independently write a variety of grade-appropriate compositions, including: simple letters, notes, and stories, simple informational descriptions, simple rhymes and poems |
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| GLE 30 |
Use literary devices including dialogue and sensory details in shared writing activities |
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| GLE 31 |
Write for various purposes, including: responses that include simple judgments about stories and texts, and responses that follow simple formats, including envelopes, lists, and journals |
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| GLE 32 |
Write a legible sentence demonstrating proper figure grounding on a line and appropriate spacing between words |
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| GLE 33 |
Use standard English punctuation, including: correctly writing common contractions such as isn't , we'll and I'd, periods, exclamation points, and question marks at the end of sentences, commas to separate words in a series |
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| GLE 34 |
| Capitalize the first word of a sentence, names of people, the pronoun I , and the names of months and days |
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| GLE 35 |
| Use the singular and plural forms of high-frequency and commonly used words |
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| GLE 36 |
| Identify and use a subject and a verb when writing a complete sentence |
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| GLE 37 |
Distinguish between a complete and an incomplete sentence |
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| GLE 38 |
| Identify different types of sentences including telling, asking, and exclaiming |
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| GLE 39 |
Identify and use knowledge of parts of speech, including: basic singular and plural nouns, pronouns, verbs, common conjunctions such as and, but, and because, simple transitional words including first, second, and finally |
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| GLE 40 |
Spell grade-appropriate words, including: one-syllable words and selected grade-appropriate two-syllable words with regular spellings for long- and short-vowel sounds, high-frequency, grade-level words including words with irregular spellings, such as was, were, says, said, who, what, and why
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| GLE 41 |
Create phonetically spelled written work that can be read by the writer and others |
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| GLE 42 |
Spell unfamiliar words using various phonics strategies, including: segmenting, sounding out, matching familiar words and word parts, and using word walls and word banks |
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| GLE 43 |
| Use a beginner's dictionary to verify correct spelling |
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| GLE 44 |
| Alphabetize to the first letter |
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| GLE 45 |
| Speak clearly at a speed and volume appropriate for purpose and setting |
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| GLE 46 |
| Follow classroom procedures (e.g., organizing materials) according to teacher directions |
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| GLE 47 |
| Give or explain directions for simple processes (e.g., explaining an assignment) to classmates |
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| GLE 48 |
| Ask questions to clarify directions and/or classroom routines |
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| GLE 49 |
Retell stories with the following included: sequential order using vocabulary from the story and descriptive words to answer questions about characters, settings, and events of a story |
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| GLE 50 |
| Recite parts of familiar literature to the class |
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| GLE 51 |
Give oral presentations about familiar experiences or topics using eye contact and adequate volume |
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| GLE 52 |
| Give oral presentations that have a recognizable organization (e.g., sequence, summary) |
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| GLE 53 |
Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures |
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| GLE 54 |
Listen and orally respond to information presented in a variety of media, such as audio and video recordings |
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| GLE 55 |
| Maintain the topic of conversation with a classmate |
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| GLE 56 |
| Engage in discussions about classroom procedures and rules |
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| GLE 57 |
Locate information using the organization features of various media, including: the keyboard to enter information on a computer and a picture dictionary |
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| GLE 58 |
Use various sources, including print materials and observations, to gather information to explain a topic |
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| GLE 59 |
| Record data through pictures or words |
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| GLE 60 |
Use graphic organizers to categorize information and create informal outlines individually and during class discussions |
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| GLE 61 |
| Use technology to publish class work such as research questions and answers |
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| GLE 62 |
| Locate and read information on simple charts and graphs |
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