1st+grade+GLE's

These are the Louisiana Grade Level Expectations for first grade. Language Arts **
 * 

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 � adding, deleting, or substituting sounds (phonemes) to create new words (ELA-1-E1) 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) (ELA-1-E1) 3. Use pictures and context clues to confirm meaning of unfamiliar words (ELA-1-E1) 4. Identify grade-appropriate compound words in print (ELA-1-E1) 5. Identify grade-appropriate contractions (e.g., //isn't, can't, don't//) (ELA-1-E1) 6. Identify words in categories with shared conceptual or definitional characteristics (ELA-1-E1) 7. Give more than one definition for grade-appropriate words that have more than one meaning (ELA-1-E2) 8. Identify the author and the illustrator of a book (ELA-1-E2) 9. Identify that the first sentence of a paragraph is indented (ELA-1-E2) 10. Identify table of contents in a book (ELA-1-E3) 11. Demonstrate ability to read and follow two-step written directions (ELA-1-E3) 12. Identify story elements, including: � speaker or narrator  � setting  � characters  � plot  � problems and solutions ( ELA-1-E4) 13. Identify literary devices, including dialogue (ELA-1-E4) 14. Retell a story�s beginning, middle, and end (ELA-1-E5) 15. Retell important facts from informational text (ELA-1-E5) 16. Compare the similarities/differences between events in a story and events in life (ELA-1-E6) 17. Identify themes in texts and relate themes to personal prior experience or experience of others (ELA-1-E6) 18. Demonstrate oral reading fluency of at least 40 words per minute in first-grade text with appropriate phrasing and intonation (ELA-1-E7) 19. Identify and state/tell cultural differences found in literature read aloud (ELA-6-E1) 20. Explain the difference between a fable and a fairy tale (ELA-6-E2) 21. Distinguish between a poem, a fable, and a fairy tale (ELA-6-E3) 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 � resolving questions about meaning by using prior knowledge, basic reasoning skills, context clues, and pictures during read-alouds (ELA-7-E1) 23. Identify alternative solutions and consequences to a problem in texts (ELA-7-E2) 24. Identify an author�s purpose for writing (e.g., to entertain, to inform, to describe) (ELA-7-E3) 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 (ELA-7-E4) 26. Write simple stories with a central idea or event; a beginning, middle, and end; and details (ELA-2-E1) 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 (ELA-2-E2) 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 � creating individual and class-written texts for publication (ELA-2-E3) 29. Independently write a variety of grade-appropriate compositions, including: � s imple letters, notes, and stories � simple informational descriptions � simp le rhymes and poems (ELA-2-E4) 30. Use literary devices including dialogue and sensory details in shared writing activities (ELA-2-E5) 31. Write for various purposes, including: � responses that include simple judgments about stories and texts � responses that follow simple formats, including envelopes, lists, and journals ( ELA-2-E6) 32. Write a legible sentence demonstrating proper figure grounding on a line and appropriate spacing between words (ELA-3-E1) 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 (ELA-3-E2) 34. Capitalize the first word of a sentence, names of people, the pronoun //I//, and the names of months and days (ELA-3-E2) 35. Use the singular and plural forms of high-frequency and commonly used words (ELA-3-E3) 36. Identify and use a subject and a verb when writing a complete sentence (ELA-3-E3) 37. Distinguish between a complete and an incomplete sentence (ELA-3-E3) 38. Identify different types of sentences including telling, asking, and exclaiming (ELA-3-E3) 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// (ELA-3-E4) 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// (ELA-3-E5) 41. Create phonetically spelled written work that can be read by the writer and others (ELA-3-E5) 42. Spell unfamiliar words using various phonics strategies, including: � segmenting � sounding out � matching familiar words and word parts � using word walls and word banks (ELA-3-E5) 43. Use a beginner's dictionary to verify correct spelling (ELA-3-E5) 44. Alphabetize to the first letter (ELA-3-E5) 45. Speak clearly at a speed and volume appropriate for purpose and setting (ELA-4-E1) 46. Follow classroom procedures (e.g., organizing materials) according to teacher directions (ELA-4-E2) 47. Give or explain directions for simple processes (e.g., explaining an assignment) to classmates (ELA-4-E2) 48. Ask questions to clarify directions and/or classroom routines (ELA-4-E2) 49. Retell stories with the following included: � sequential order using vocabulary from the story � descriptive words to answer questions about characters, settings, and events of a story (ELA-4-E3) 50. Recite parts of familiar literature to the class (ELA-4-E4) 51. Give oral presentations about familiar experiences or topics using eye contact and adequate volume (ELA-4-E4) 52. Give oral presentations that have a recognizable organization (e.g., sequence, summary) (ELA-4-E4) 53. Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA-4-E5) 54. Listen and orally respond to information presented in a variety of media, such as audio and video recordings (ELA-4-E6) 55. Maintain the topic of conversation with a classmate (ELA-4-E7) 56. Engage in discussions about classroom procedures and rules (ELA-4-E7) 57. Locate information using the organization features of various media, including: � the keyboard to enter information on a computer � a picture dictionary (ELA-5-E1) 58. Use various sources, including print materials and observations, to gather information to explain a topic (ELA-5-E2) 59. Record data through pictures or words (ELA-5-E3) 60. Use graphic organizers to categorize information and create informal outlines individually and during class discussions (ELA-5-E3) 61. Use technology to publish class work such as research questions and answers (ELA-5-E4) 62. Locate and read information on simple charts and graphs (ELA-5-E6)
 * Reading and Responding **
 * Standard 1 **
 * Standard 6 **
 * Standard 7 **
 * Writing **
 * Standard 2 **
 * Writing/Proofreading **
 * Standard 3 **
 * Speaking and Listening **
 * Standard 4 **
 * Information Resources **
 * Standard 5 **
 * Mathematics **

1. Count to 100 by 1s, 5s, 10s, and 25s (N-1-E) (N-3-E) (N-4-E) 2. Read and write numerals to 100 (N-1-E) 3. Write number words for 0 to 19 (N-1-E) (N-3-E) 4. Use ordinal numbers through 31st as they relate to the calendar (N-1-E) 5. Model and read place value in word, standard, and expanded form for numbers through 99 (N-1-E) 6. Use region models and sets of objects to demonstrate understanding of the concept of halves (N-1-E) 7. Identify quarters, half-dollars, and their values (N-1-E) (N-2-E) (M-1-E) 8. Find the value of a set of coins up to $1.00, using one denomination of coin (N-2-E) (N-6-E) (M-1-E) (M-5-E) 9. Apply estimation strategies to estimate the size of groups up to 20 (N-2-E) (N-8-E) 10. Using a number line or chart, locate, compare, and order whole numbers less than 100 and identify the numbers coming before/after a given number and between 2 given numbers (N-3-E) (A-1-E) 11. From a given number between 1 and 100, count forward and backward (N-3-E) 12. Know the basic facts for addition and subtraction [0s, 1s, counting on and back 2s, doubles, doubles � 1, then 10s facts, and related turn-around (commutative) pairs] and use them to solve real-life problems (N-4-E) (N-6-E) (N-8-E) 13. Recognize and apply addition and subtraction as inverse operations (N-4-E) 14. Add and subtract 2-digit numbers using manipulatives (N-4-E) (N-7-E) 15. Recognize real-life situations as addition or subtraction problems (N-5-E) (N-4-E) 16. Given a number and number line/hundreds chart, identify the nearest ten (N-7-E) 17. Use the equal sign (=) to express the relationship of equality (A-1-E) 18. Use objects, pictures, and number sentences to represent real-life problem situations involving addition and subtraction (A-1-E) (A-3-E) (N-7-E) 19. Use objects, pictures, and verbal information to solve for missing numbers (A-2-E) (N-7-E) 20. Measure length to the nearest inch and centimeter using appropriate tools (M-1-E) (M-2-E) 21. Tell time to the hour and half-hour, and identify date, day, week, month, and year on a calendar (M-1-E) (M-2-E) (M-5-E) 22. Select appropriate non-standard units for linear measurement situations (e.g., sticks, blocks, paper clips) (M-2-E) 23. Compare the measure of objects to benchmarks (e.g., the width of a child�s thumb is about a centimeter, the weight of a loaf of bread is about a pound, and the mass of a textbook is about a kilogram) (M-2-E) 24. Measure capacity using cups (M-2-E) (M-3-E) (M-1-E) 25. Identify the thermometer as a tool for measuring temperature (M-2-E) 26. Compare, contrast, name, and describe attributes (e.g., corner, side, straight, curved, number of sides) of shapes using concrete models [circle, rectangle (including square), rhombus, triangle] (G-1-E) (G-2-E) (G-4-E) 27. Connect the informal language used for 3-dimensional shapes to their proper mathematical name (e.g., a ball is a sphere, a box is a rectangular prism, a can is a cylinder) (G-2-E) 28. Determine if a shape has a line of symmetry by folding (G-2-E) 29. Visualize, predict, and create new shapes by cutting apart and combining existing 2- and 3-dimensional shapes (G-3-E) (G-1-E) 30. Identify congruent shapes (i.e., same size and shape) in a variety of positions and orientations (G-3-E) (G-2-E) 31. Draw line segments (G-5-E) 32. Given a set of data, construct and read information from bar graphs and charts (D-1-E) (D-2-E) 33. Determine whether an object satisfies a simple logical classification rule (e.g., belongs and does not belong) (D-1-E) 34. Appropriately use basic probability vocabulary (e.g., //more likely to happen/less likely to happen, always/never, same as//) (D-5-E) 35. Identify, describe, and explain the patterns in repeating situations (adding the same number, e.g., 2, 5, 8, 11, or skip-counting) (P-1-E) 36. Explain patterns created with concrete objects, numbers, shapes, and colors (P-2-E)
 * Number and Number Relations **
 * Algebra **
 * Measurement **
 * Geometry **
 * Data Analysis, Probability, and Discrete Math **
 * Patterns, Relations, and Functions **


 * Science **

Science as Inquiry The Abilities To Do Scientific Inquiry 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1) 2. Pose questions that can be answered by using students� own observations and scientific knowledge (SI-E-A1) 3. Predict and anticipate possible outcomes (SI-E-A2) 4. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2) 5. Use the five senses to describe observations (SI-E-A3) 6. Measure and record length and temperature in both metric system and U.S. system units (SI-E-A4) 7. Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (SI-E-A4) 8. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) 9. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6) 10. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7) Understanding Scientific Inquiry 11. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3) 12. Explain and give examples of how scientific discoveries have affected society (SI-E-B6) Physical Science Properties of Objects and Materials 13. Sort a group of objects by using multiple characteristics (PS-E-A1) 14. Order objects by weight/mass (PS-E-A1) 15. Measure length and width of a variety of objects and materials by using nonstandard tools, such as a paper clip, cube, shoe, and hands (PS-E-A2) 16. Observe and describe common properties of solids, liquids, and gases (PS-E-A4) 17. Sort and classify objects by their state of matter (PS-E-A4) Forms of Energy 18. Demonstrate how sound is made in a variety of ways (e.g., singing, whispering, striking an object) (PS-E-C1) 19. Describe and demonstrate the volume of sound (e.g., soft, loud) (PS-E-C1) 20. Use a flashlight and various objects and materials to determine if light is transmitted or reflected (PS-E-C2) 21. Demonstrate that light can be reflected onto another object by using a mirror (PS-E-C2) 22. Identify some examples where heat is released (e.g., burning candles, rubbing hands, running) (PS-E-C3) 23. Identify materials attracted by magnets (PS-E-C5) 24. Determine, through experimentation, which poles of magnets are attracted to each other and which poles repel each other (PS-E-C5) 25. Discuss what type of energy makes objects work (e.g., car/gasoline, waterwheel/water, lamp/electricity) (PS-E-C6) (PS-E-C7) Life Science Characteristics of Organisms 26. Describe the differences between plants and animals (LS-E-A1) 27. Identify what animals and plants need to grow and develop (LS-E-A1) 28. Describe the characteristics of //living (biotic)// and //nonliving (abiotic)// things (LS-E-A2) 29. Describe basic functions of parts of the body (e.g., lungs, heart, bones, muscles) (LS-E-A3) Life Cycles of Organisms 30. Record and share observations of changes in developing plants (LS-E-B1) 31. Describe how animals and their offspring are similar and how they are different (LS-E-B3) Organisms and Their Environments 32. Describe features of some animals that benefit them in their environments (LS-E-C1) 33. Explain how pets' needs are met in their habitats (LS-E-C1) 34. Record evidence of plants and animals in the schoolyard or other environments (LS-E-C2) Earth and Space Science Properties of Earth Materials 35. Examine soils to determine that they are often found in layers (ESS-E-A1) 36. Locate and compare the relative proportions of land and water found on Earth (ESS-E-A2) 37. Illustrate how water changes from one form to another (e.g., freezing, melting, evaporating) (ESS-E-A3) 38. Compare weather patterns as they relate to seasonal changes in students� immediate environment (ESS-E-A4) 39. Identify the characteristics of soil, according to color, texture, and components, including //living (biotic)// and //nonliving (abiotic)// substances (ESS-E-A6)


 * Social Studies **

1. Identify and use simple map symbols and key/legend (G-1A-E1) 2. Interpret a simple chart (G-1A-E1) 3. Describe a map as a representation of a place (G-1A-E1) 4. Locate places on the school campus and describe their relative location (G-1A-E2) 5. Create simple maps to identify the relative location of places in the school and community (G-1A-E3) 6. Identify Earth�s various physical features (e.g., oceans, islands, mountains, rivers) (G-1B-E1) 7. Identify human features in the local region such as farms, cities, buildings, and roads (G-1B-E3) 8. Identify English as the major language of the United States and recognize that there are secondary languages in some areas of the country (G-1B-E4) 9. Describe how seasons affect the local community (G-1C-E1) 10. Identify and compare differences in land use (e.g., rural and city settlements) (G-1C-E2) 11. Identify and compare basic elements of culture (e.g., food, music, celebrations) (G-1C-E4) 12. Identify the types of economic activities in which family members participate (G-1C-E5) 13. Identify by name the town, parish, state, and country in which the student lives (G-1C-E6) 14. Identify the basic human needs of food, clothing, and shelter (G-1D-E1) 15. Identify various types of human shelters and describe building materials used for construction (G-1D-E2) 16. Identify school rules and the persons responsible for making and enforcing them (C-1A-E1) 17. Explain the necessity of establishing leadership and order at school (C-1A-E2) 18. Identify and recognize the current president of the United States (C-1A-E5) 19. Explain the process of voting using classroom issues (C-1A-E6) 20. Propose rules and consequences for a given situation and explain why the rules would be important (C-1A-E7) 21. Discuss the importance of sharing responsibilities at home, class, and school (C-1B-E2) 22. Define the meaning of the term //classroom citizen// (C-1D-E1) 23. Identify patriotic songs and American symbols (C-1D-E4) 24. Identify ways to participate in public service within school or community (e.g., volunteer, donations, parent organizations) (C-1D-E5) 25. Identify the difference between basic human needs and wants (E-1A-E3) 26. Identify a personal example of how the cost of an item affects whether or not it can be purchased (E-1A-E4) 27. Describe how the individual is a consumer (E-1A-E5) 28. Identify simple descriptions of the work people do and the names of related jobs in the community (E-1A-E7) 29. Explain why people in a school and community have different jobs (E-1A-E7) 30. Describe skills the student can do well (e.g., personal, physical, academic) (E-1A-E8) 31. Describe the benefits of a voluntary exchange (E-1A-E11) 32. Use words to describe time (past, present, future) (H-1A-E1) 33. Identify similarities and differences in families over time (e.g., structure, roles of women, men, and children) (H-1A-E2) 34. Create a primary source of personal information (e.g., autobiography, journal/diary) (H-1A-E3) 35. Identify transportation methods of the local community in the past (H-1B-E2)
 * Geography **
 * The World in Spatial Terms **
 * Places and Regions **
 * Physical and Human Systems **
 * Environment and Society **
 * Civics **
 * Structure and Purposes of Government **
 * Foundations of the American Political System **
 * Roles of the Citizen **
 * Economics **
 * Fundamental Economic Concepts **
 * History **
 * Historical Thinking Skills **
 * Families and Communities **