Consistently working below first grade standards, even with a high level of teacher support / P- Progressing
Consistently making progress toward first grade standards
P- (P minus) indicates a concern over the consistency or rate of progress toward first grade standards.
(Throughout the year, most students will be progressing toward mastery.) / M- Mastery
Consistently meeting assigned first grade standards
(Masteryof all standards is the end goal for first grade students.)
A student who receives an “M” on a report card indicator has consistently shown mastery of that assigned skill or concept by demonstrating the descriptors listed in the right column. These performance level descriptors are based on the first grade student expectations of the Texas Essential Knowledge and Skills (TEKS). TEKS for each course and grade level are found on the Texas Education Agency website under curriculum.
A “P” indicates that a student is successfully showing consistent progress toward full mastery of a first grade standard.(Teachers may write a minus (-) following a “P” to indicate a concern regarding the consistency or pace of progress,)
An “I” indicates that a student’s progress is consistently below grade level expectations.
Students will be scored on assigned content each six weeks. A student might receive an “M” in language arts one six weeks and a “P” the following six weeks as the assigned content becomes more complex.
The table below shows the first grade language artsstudent expectations grouped by the reporting categories listed on the report card.
LANGUAGE ARTS / Performance Level “M”Student Consistently Demonstrates Mastery of Assigned Skill/Concept
READING
Reading data* / • 1.5A Individual elementary campuses will provide clarification of reading levels
• 1.5A Fluency rate is 60 words correct per minute (wcpm)
• 1.3H Identify and read at least 100 high-frequency words from a commonly used list
Understands how English is written/printed / •1.1A Recognize that spoken words are represented in English by specific sequences of letters
•1.1B, 1.1C Identify upper- and lower-case letters and sequence the alphabet
•1.1D Recognize distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation)
•1.1E Read texts by moving from top to bottom of the page and track words from left to right with return sweep
•1.1F Identify information that different parts of a book provide (e.g., title, author, illustrator, table of contents)
Uses beginning reading strategies, phonological awareness, and phonics / • 1.2A orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr)
• 1.2B distinguish between long and short vowel sounds in spoken one-syllable words (e.g., bit/bite)
• 1.2C recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w/)
• 1.2D blend spoken phonemes to form one and two-syllable words, including consonant blends (e.g., spr)
• 1.2E isolate initial, medial, and final sounds in one-syllable spoken words
• 1.2F segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat=/s/p/l/a/t/)
• 1.3A Decode words in context and in isolation
• 1.3B Combine sounds from letters and common spelling patterns to create words
• 1.3C Use common syllabication patterns to decode words
• 1.3D Decode words with common spelling patterns
• 1.3E Read base words with inflectional endings
• 1.3F Use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream)
• 1.3G Identify and reads contractions
• 1.3I Monitor accuracy of decoding
Understands and uses new vocabulary from texts / • 1.6A Identify words that name actions (verbs) and words that name persons, places, or things (nouns) when reading texts and student’s own writing
• 1.6B Determine the meaning of compound words using knowledge of the meaning of their individual component words when reading texts and student’s own writing
• 1.6C Determine what words mean from how they are used in a sentence, either heard or read in texts or in someone’s writing
• 1.6D Identify and sort words into conceptual categories (e.g. opposites, living things) when reading texts and student’s own writing
• 1.6E Alphabetize a series of words to the first or second letter anduses a dictionary to find words
Comprehends a variety of texts / Theme/Genre
• 1.7A Connect the meaning of a well-known story or fable to personal experiences
• 1.7B Explain the function of recurring phrases in traditional folk- and fairy-tales
Poetry
• 1.8 Understand the structure and elements of poetry (rhythm, rhyme, and alliteration)
• 1.8 Make inferences and draws conclusions about the structure and elements of poetry (rhythm, rhyme, and alliteration) and provide text evidence
• 1.8Respond to use of rhythm, rhyme, and alliteration in poetry
Fiction
• 1.9A Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events
• 1.9B Describe characters in a story and the reasons for their actions and feelings
Literary Nonfiction
• 1.10Determine whether a piece of literary nonfiction is true or a fantasy, and explains why by providing evidence from text
Sensory Language
• 1.11 Provide evidence from text that shows how authors create imagery by using sensory language
Independent Reading
• 1.12 Read independently for sustained periods of time
Culture & History
• 1.13 Identify the topic in cultural, historical, and contemporary texts and explain the author’s purpose in writing about a particular topic (in cultural, historical and contemporary texts)
Expository Text
• 1.14A Restate the main idea (heard or read)
• 1.14B Identify important facts or details in text (heard or read)
• 1.14C Retell the order of events in a text by referring to the words and/or illustrations
• 1.14D Use text features (e.g., title, table of contents, illustrations) to locate specific information in text
Procedural Text
• 1.15A Follow multi-step directions with picture cues to assist with understanding
• 1.15B Explain the meaning of specific signs and symbols (e.g., map features)
Media Literacy
• 1.16A Recognize different purposes of media (e.g.,informational and entertainment-with adult assistance)
• 1.16B Identify techniques used in media (e.g., sound, movement)
Integrated Comprehension Strategies Across Genres
• 1.4A Confirm predictions by “reading the part that tells”
• 1.4B Ask relevant questions, seeks clarification, and locates facts and details about stories and other texts
• 1.4C Establish purposes for reading texts
• 1.4C Monitor comprehension, make adjustments/corrections when understanding breaks down, with support
• Fig19A Establish purpose for reading selected texts based on the goals for reading those texts
• Fig19B Ask literal questions of texts
• Fig19C Monitor & adjust comprehension
• Fig19D Make inferences about texts and use textual evidence to support understanding
• Fig19E Retell or act out important events in stories in logical order
• Fig19F Make connections to own experiences, to ideas in other texts, to the larger community, & discuss textual evidence
Uses the writing process to compose texts / • 1.17A Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas)
• 1.17B Develop drafts by sequencing ideas through writing sentences
• 1.17C Revise drafts by adding or deleting a word, phrase, or sentence
•1.17D Edit draft for grammar, punctuation, and spelling using a teacher-developed rubric
• 1.17E Publish and share writing with others
Writes a variety of texts / Literary
• 1.18A Write brief stories that include a beginning, middle, and end
• 1.18B Write short poems that convey sensory details
Expository and Procedural
• 1.19A Write brief compositions about topics of interest to the student
• 1.19B Write short letters that put ideas in chronological order or logical sequence and use appropriate conventions (e.g., date, salutation, closing)
• 1.19C Write brief comments on literary or informational texts
Gathers and records information to create a product on a researched product / • 1.23A Help generate a list of topics of class-wide interest and help formulate open-ended questions about one or two of the topics generated
• 1.23B Help decide what sources of information might be relevant for answering the open-ended questions
• 1.24A Gather information from available sources (both natural and personal) as well as from interviews with local experts
• 1.24B Use text features (e.g. table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information
• 1.24C Record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams)
• 1.25A Revise the topic as a result of answers to initial research questions - adult assistance required
• 1.26A Create a visual display or dramatization to convey the results of the research - adult assistance required
ORAL AND WRITTEN CONVENTIONS
Uses conventions of academic language (grammar) / • 1.20Ai Understand and use verbs (past, present, future) in the context of writing
• 1.20Aii Understand and use nouns (singular/plural, common/proper) in the context of writing
• 1.20Aiii Understand and use adjectives (descriptive) in the context of writing
• 1.20Aiv Understand and use adverbs (time) in the context of writing
• 1.20Av Understand and use prepositions and prepositional phrases in the context of writing
• 1. 20AviUnderstand and use pronouns (e.g., I, me) in the context of writing
• 1. 20AviiUnderstand and use time-order transition words in the context of writing
• 1.20BSpeak in complete sentences with correct subject-verb agreement
• 1.20CAsk questions with appropriate subject-verb inversion
Writes legibly, capitalizes, punctuates in compositions / • 1. 21AForm upper- and lower-case letters in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences
• 1. 21BiRecognize and use basic capitalization at the beginning of sentences
• 1. 21BiiRecognize and capitalize the pronoun “I”
• 1. 21BiiiRecognize and capitalize names of people
• 1. 21CRecognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences
Uses spelling conventions in compositions / • 1. 22AUse phonological knowledge to match sounds to letters to construct known words
• 1. 22BiUse the following letter-sound pattern: CVC
• 1.22Bii Use the following letter-sound pattern: CVCe
• 1.22BiiiUse the following letter-sound pattern: one-syllable words with consonant blends (e.g., drop)
• 1.22C Spell high-frequency words from a commonly used list (in the context of writing & in isolation)
• 1.22D Spell words with inflectional endings (e.g., adding “s” to make plurals)
• 1.22E Use resources to find correct spellings
LISTENING AND SPEAKING
Listens and responds to others in formal and informal settings / • 1.27A Listen attentively to speakers
• 1.27A Ask speakers relevant questions to clarify information
• 1.27B Follow oral instructions that involve a short related sequence of actions
• 1.27B Restate oral instructions that involve a short related sequence of actions
• 1.27B Give oral instructions that involved a short related sequence of actions
Speaks clearly and to the point / • 1.28A Speak clearly and to the point using the conventions of the language
• 1.28A Share information and ideas about the topic under discussion
• 1.28A Speak clearly at an appropriate pace
Communicates well in teams / • 1.29A Follow agreed-upon rules for discussion
• 1.29A Listen to others
• 1.29A Make appropriate contributions
The table below shows the first grade mathematicsstudent expectations grouped by the reporting categories listed on the report card.
MATHEMATICS / Performance Level “M”Student Consistently Demonstrates Mastery of Assigned Skill/Concept
MATHEMATICAL PROCESS STANDARDS (Integrated into each content standard)
Uses mathematical processes to acquire and demonstrate mathematical understanding
(These standards are not reported separately on the report card. Instead these are incorporated into the content each six weeks.) / • 1.1AApply mathematics to problems arising in everyday life, society, and the workplace
•1.1BUse a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
•1.1CSelect tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense, as appropriate, to solve problems
• 1.1D Communicate mathematical ideas, reasoning, and their implication using multiple representations, including symbols, diagrams, graphs, and language, as appropriate
•1.1E Create and use representations to connect and communicate mathematical ideas
•1.1F Analyze mathematical relationship to connect and communicate mathematical ideas.
•1.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
NUMBERS AND RELATIONSHIPS
Represents numbers up to 120 / • 1.2A Recognizeinstantly the quantity of structured arrangements
•1.2B Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones
•1.2C Use objects, pictures, and expanded and scientific forms to represent numbers up to 120
Represents comparison of numbers up to 100 / • 1.2D Generate a number that is greater than or less than a given whole number up to 120
• 1.2E Use place value to compare whole numbers up to 120 using comparative language
• 1.2F Order whole numbers up to 120 using place value and open number lines
• 1.2G Represent the comparison of two numbers to 100 using the symbols >, <, or =
Recites and counts by ones, twos, fives, and tens to 120 / • 1.5A Recite numbers forward and backward from any given number between 1 and 120
• 1.5B Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
• 1.5C Use relationships to determine the number that is 10 more and 10 less than a given number up to 120
COMPUTATION AND ALGEBRAIC RELATIONSHIPS
Solvesaddition and subtraction word problems with numbers within 20 / • 1.3BUse objects and pictorial models to solve word problems involving joining, separating, and comparing setswithin 20 and unknowns as any one of the terms in the problem such as 2+4=___; 3+___=7; and 5=___-3
• 1.3CCompose 10 with two or more addends with and without concrete objects
• 1.3DApply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to ten
Generates, solves, represents,and explainsaddition and subtraction word problems with objects, pictures, and number sentences / • 1.3A Use concrete and pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99
• 1.3EExplain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
• 1.3FGenerate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
• 1.5DRepresent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
Applies properties of operations to determine the unknown in an addition or subtraction equation / • 1.5E Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)
• 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
• 1.5G Apply properties of operations to add and subtract two or three numbers
GEOMETRY AND MEASURMENT
Classifies, identifies, describes, and sorts 2-D shapes and 3-D solids / • 1.6A Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language
• 1.6BDistinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the figure
• 1.6CCreate two-dimensional figures, including circles, triangles, rectangles, and squares as special rectangles
• 1.6DIdentify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles, rhombuses, and hexagons, and describe their attributes using formal geometric language
• 1.6EIdentify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language
Partitions shapes into two and four equal parts / • 1.6F Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible
• 1.6GPartition two-dimensional shapes into two and four fair shares or equal parts and describe the parts in words
• 1.6HIdentify examples and non-examples of halves and fourths
Measuresand describeslengths to the nearest whole unit / • 1.7A Use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement
• 1.7BIllustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other
• 1.7CMeasure the same object/distance with units of two different lengths and describe how and why the measurements differ
• 1.7DDescribe a length to the nearest whole unit using a number and a unit
Tells time to the nearest hour and half hour / • 1.7ETell time to the nearest hour and half hour using analog and digital clocks
DATA AND FINANCE
Identifies coinsand representsthe value of a collection of coins / • 1.4AIdentify U.S. coins including pennies, nickels, dimes, and quarters by value and describe the relationships between them
• 1.4BWrite a number with the cent symbol to describe the value of a coin
• 1.4CUse relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes
Creates and interprets picture and bar graphs / • 1.8A Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts
• 1.8BUse data to create picture and bar-type graphs
• 1.8CDraw conclusions and generate and answer questions using information from picture and bar-type graphs
Understands personal financial literacy / • 1.9A Define money earned as income
• 1.9BIdentify income as a means of obtaining goods and services, often times making choices between wants and needs
• 1.9CDistinguish between spending and saving
• 1.9DConsider charitable giving
The table below shows the first grade sciencestudent expectations grouped by the reporting categories listed on the report card.
SCIENCE / Performance Level “M”Student Consistently Demonstrates Mastery of Assigned Skill/Concept
ONGOING SKILLS:
First-Sixth Six Weeks
Uses scientific investigation and reasoning skills to explore and understand science concepts / • 1.1A Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately
• 1.1B Describe the importance of safe practices
• 1.2C Identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal
• 1.2A Ask questions about organisms, objects, and events during observations and investigations
• 1.2B Plan and conduct descriptive investigations such as how organisms grow
• 1.2C Collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools
• 1.2D Record and organize data using pictures, numbers, and words
• 1.2E Communicate observations and justify explanations using student-generated data from simple descriptive investigations
• 1.2F Compare results of investigations with what students and scientists know about the world
• 1.3A Identify and explain a problem in his/her own words and propose a task and solution for the problem such as lack of water in a habitat
• 1.3B Make predictions based on observable patterns
• 1.3C Identify what a scientist is and explore what different scientists do
• 1.4A Collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums
• 1.4B Measure and compare organisms and objects using non-standard units that approximate metric units
FIRST SIX WEEKS
Understands concepts presented / • 1.5AClassify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture
• 1.5B Predict and identify changes in materials caused by heating and cooling such as including ice melting, water freezing, and water evaporating
• 1.6AIdentify and discuss how different forms of energy, such as heat, is important to everyday life
SECOND SIX WEEKS
Understands concepts presented / • 1.6A Predict and describe how different forms of energy, such as light and sound, are important to everyday life
• 1.6B Predict and describe how a magnet can be used to push or pull an object
• 1.6C Describe the change in the location of an object such as including closer to, nearer to, and farther from
• 1.6D Demonstrate and record the ways that objects can move such as including in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow
THIRD SIX WEEKS
Understands concepts presented / • 1.8A Record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy
• 1.8B Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun
• 1.8CIdentify characteristics of the seasons of the year and day and night
FOURTH SIX WEEKS
Understands concepts presented / • 1.7AObserve, compare, describe, and sort components of soil by size, texture, and color; (rocks were emphasized in Kindergarten)
• 1.7BIdentify and describe a variety of natural sources of water, including streams, lakes, and oceans
• 1.7CGather evidence of how rocks, soil, and water help to make useful products
FIFTH SIX WEEKS
Understands concepts presented / • 1.9ASort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring
• 1.10A Investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats
• 1.10C Compare ways that young animals resemble their parents
• 1.10D Observe and record life cycles of animals such as a chicken, frog, or fish (and mealworm)
SIXTH SIX WEEKS
Understands concepts presented / • 1.10B Identifyand compare the parts of plants
• 1.9B Analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver
• 1.9CGather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter
The table below shows the first grade social studiesstudent expectations grouped by the reporting categories listed on the report card.