/6/ First Grade Language Arts Report Card Rubrics = Independently and consistently performs tasks specified in the indicators in a variety of contexts = Has mastered tasks specified in the indicators and performs them independently = Performs the tasks specified in the indicators with assistance = Needs additional time or experience to achieve the indicators Recount stories or facts, including key details. Reading Standards for Literature and Informational Text grade T T T Retell stories or facts, demonstrating understanding of central idea and including key details. Retell stories or facts, identifying connections across texts. Recount stories or facts, identifying message or main topics and identifying connections across texts. With prompting & support, retell familiar stories or facts, including specific details. Retell familiar stories or facts, including specific details. Retell stories or facts, demonstrating understanding of central idea and including key details. Tell the main topic of a story or text. With significant prompting & support, retell familiar stories or facts, including specific details. With prompting & support, retell familiar stories or facts, including specific details. Given a choice of answers, can identify the main topic of a story or text. Using pictures, can identify the main topic of the story or text. Tell the main topic of a story or text.
. Explain text types: literature & informational. Reading Standards for Literature and Information - First Grade Explain the major differences between books that tell stories and books that give information. Recognize common types of texts (e.g., storybooks, poems and informational texts). T T T With support, read & comprehend grade stories, poetry, science- & social studies-specific & technical texts. With support, explain the major differences between books that tell stories and books that give information. Read & comprehend grade stories, poetry, science- & social studiesspecific & technical texts. Explain the major differences between books that tell stories and books that give information. Listen to stories, poems and informational texts. With support, recognize common types of texts (e.g., storybooks, poems and informational texts). Recognize common types of texts (e.g., storybooks, poems and informational texts). Demonstrates interest in listening to stories and informational texts. Listen to stories, poems and informational texts.
. Compare and contrast information and ideas across texts. Reading Standards for Literature and Information - First Grade Compare and contrast information and ideas across texts. Identify basic similarities and differences across texts. T T T Compare and contrast the most important points of two versions of the same story or on the same topic with support. Compare and contrast information and ideas across texts with prompting and support. Independently compare and contrast the most important points of two versions of the same story or on the same topic. Compare and contrast information and ideas across texts. Identify a common relationship between texts. Identify basic similarities and differences across texts with prompting and support. Identify basic similarities and differences across texts. Not demonstrated at this time. With prompting and support, identify a common relationship between texts. Identify a common relationship between texts.
. Reading Standards for Literature and Information - First Grade Read grade texts. T T T With prompting and support, read prose, poetry, and informational text appropriate to grade. Read prose, poetry, and informational text appropriate to grade independently. Read and comprehend literature, including stories and poetry, in grade text, proficiently. Read emergent-reader texts with purpose and understanding. With prompting and support, sometimes, read prose, poetry, and informational text appropriate to grade. With prompting and support, read prose, poetry, and informational text appropriate to grade. With prompting and support, begin to decode regular consonant-vowelconsonant words in text. Begin to decode regular consonantvowel-consonant words in text. Read emergent-reader texts with purpose and understanding. Actively engages in group reading activities with purpose and understanding. With prompting and support, begin to decode regular consonant-vowelconsonant words in text.
5. Understand the basic features of print. Reading Standards: Foundational Skills - First Grade T T T Understand the organization & basic features of print, including capitalization & end punctuation. Recognize and follow words from left to right, top to bottom, and page to page. Consistently understand the organization & basic features of print, including capitalization & end punctuation. With support, understand the organization & basic features of print, including capitalization & end punctuation. Consistently understand the organization & basic features of print, including capitalization & end punctuation across all content areas. Understand the organization & basic features of print, including capitalization & end punctuation. Recognize and follow words from left to right, top to bottom, and page to page with guidance and support. Usually recognize and follow words from left to right, top to bottom, and page to page. Recognize and follow words from left to right, top to bottom, and page to page. Sometimes recognize and follow words from left to right, top to bottom, and page to page. Recognize and follow words from left to right, top to bottom, and page to page with guidance and support.
6. Understands spoken words, syllables & sounds. Reading Standards: Foundational Skills - First Grade T T T No aligned grade standard in CCSS. Please note in comments if the student exceeds the current trimester expectation. Count, pronounce, blend, and segment syllables in spoken words. Count, pronounce, blend, and segment syllables in spoken words with significant support. No aligned grade standard in CCSS. Please note in comments if the student exceeds the current trimester expectation. With prompting and support, demonstrate understanding of spoken words, syllables, and sounds:. Orally produce single-syllable words by blending sounds,. Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words. Count, pronounce, blend, and segment syllables in spoken words with support. No aligned grade standard in CCSS. Please note in comments if the student exceeds the current trimester expectation. Demonstrate understanding of spoken words, syllables, and sounds:. Orally produce single-syllable words by blending sounds,. Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words. Count, pronounce, blend, and segment syllables in spoken words. Counts and pronounce syllables in spoken words. Count, pronounce, blend, and segment syllables in spoken words with significant support. Count, pronounce, blend, and segment syllables in spoken words with support.
7. Reading Standards: Foundational Skills - First Grade Apply phonics patterns to decoding. T T T Know and apply grade-level phonics and word analysis skills in decoding words:. Decodes regularly-spelled one-syllable words, including digraphs,. Know final e and common vowel team conventions for representing long vowel sounds,. Decode two-syllable words following basic patterns by breaking words into syllables. Demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for each consonant and blending letter sounds in single-syllable consonant-vowel-consonant words. With prompting and support, demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for each consonant With prompting and support, demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for some consonants. With cueing, know and apply second grade phonics and word analysis skills in decoding words:. Know sound-spelling correspondences, including long and short vowels and vowel teams,. Decode two-syllable words with prefixes, suffixes, and long vowels. With prompting and support, know and apply grade-level phonics and word analysis skills in decoding words:. Decodes regularly-spelled one-syllable words, including digraphs,. Know final e and common vowel team conventions for representing long vowel sounds,. Decode two-syllable words following basic patterns by breaking words into syllables. Demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for each consonant. With prompting and support, demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for many consonants. Know and apply second grade phonics and word analysis skills in decoding words:. Know sound-spelling correspondences, including long and short vowels and vowel teams,. Decode two-syllable words with prefixes, suffixes, and long vowels. Know and apply grade-level phonics and word analysis skills in decoding words:. Decodes regularly-spelled one-syllable words, including digraphs,. Know final e and common vowel team conventions for representing long vowel sounds,. Decode two-syllable words following basic patterns by breaking words into syllables. Demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for each consonant and blending letter sounds in single-syllable consonant-vowel-consonant words. With prompting and support, demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for each consonant.
8. Recognize & read irregularly spelled words. Reading Standards: Foundational Skills - First Grade T T T Recognize and read gradeappropriate irregularly-spelled words. (refer to core reading program and daily ability to read high-frequency words in texts ) Read common high-frequency words by sight. Identifies familiar printed words. Recognize and read gradeappropriate irregularly-spelled words. (refer to core reading program and daily ability to read high-frequency words in texts ) Recognize and read gradeappropriate irregularly-spelled words. (refer to core reading program and daily ability to read some highfrequency words in texts ) Identifies familiar printed words, including some high-frequency words. Recognize and read gradeappropriate irregularly-spelled words. (refer to core reading program and daily ability to read high-frequency words in texts ) Recognize and read gradeappropriate irregularly-spelled words. (refer to core reading program and daily ability to read high-frequency words in texts ) Read common high-frequency words by sight. With support, identifies familiar printed words. Identifies familiar printed words.
9. Read with accuracy & fluency for comprehension. Reading Standards: Foundational Skills - First Grade T T T Read end-of-year first grade text with purpose and sufficient accuracy and fluency to support comprehension. Read beginning first grade text with purpose and sufficient accuracy and fluency to support comprehension. Read mid-year second grade text with purpose and sufficient accuracy and fluency to support comprehension. Read mid-year first grade text with purpose and sufficient accuracy and fluency to support comprehension. Read end-of-year second grade text with purpose and sufficient accuracy and fluency to support comprehension. Read end-of-year first grade text with purpose and sufficient accuracy and fluency to support comprehension. With prompting and support, begin to decode regular consonant-vowelconsonant words in text. Begin to decode regular consonantvowel-consonant words in text. Read beginning first grade text with purpose and sufficient accuracy and fluency to support comprehension. Know some letter-sound correspondences in an emergentreader text. Know most letter-sound correspondences in an emergentreader text. With prompting and support, begin to decode regular consonant-vowelconsonant words in text.
0. Writing Standards - First Grade Focus on a topic and add details. T T T With guidance and support, focus on a topic and respond to suggestions and questions from peers. With guidance and support, focus on a topic and respond to suggestions and questions from peers and add details. With guidance and support, focus on a topic and strengthen writing by editing and revising. With guidance and support, produce written texts, using drawing, dictating, and writing. With guidance and support, produce written texts about a topic. With guidance and support, focus on a topic and respond to suggestions and questions from peers. Rarely produces a written text using drawings, dictation or writing. Is rarely able to produce written texts about a topic. With guidance and support, produce written texts, using drawing, dictating, and writing. With direct adult support, attempts to produce a written text using drawings, dictation or writing Rarely produces a written text using drawings, dictation or writing.
. Produce & publish individual & class writing. With guidance & support, use a variety of tools; produce & publish individual & collaborative writing. Writing Standards - First Grade T T T With guidance and support, produce written text, on a topic, using drawing, dictating and writing. With guidance and support, using a variety of tools, focus on a topic and strengthen writing by adding details (revising). With guidance & support, produce individual & collaborative writing. With guidance and support, using a variety of tools, focus on a topic and strengthen writing by editing, revising and publishing. With guidance & support, use a variety of tools; produce & publish individual & collaborative writing. With guidance and support draw a picture on topic. With guidance and support write a simple sentence on topic. With guidance and support, produce written text, on a topic, using drawing, dictating and writing. With prompting, understands and demonstrates that print has meaning by scribble writing or drawing on topic. With guidance and support draw a picture on topic.
. Build on others talk through multiple exchanges. Speaking and Listening Standards - First Grade T T T Build on others talk by responding to the comments of others through multiple exchanges. Consistently listens to the comments of others and asks questions. Build on others talk by linking comments with the remarks of others and showing respectful listening. Apply standard conventions of speech (turn-taking, asking and answering, following conversation) Apply standard conventions of speech (turn-taking, asking and answering, following conversation) Build on others talk by responding to the comments of others through multiple exchanges. With support, apply standard conventions of speech (turn-taking, asking and answering, following conversation) Sometimes listens to the comments of others and shares ideas. Apply standard conventions of speech (turn-taking, asking and answering, following conversation) Rarely or never listens to the comments of others. With support, apply standard conventions of speech (turn-taking, asking and answering, following conversation)
. Speaking and Listening Standards - First Grade Verbally complete sentences. T T T Verbally produce complete sentences when appropriate to the task and situation. Independently verbally produce complete sentences and with support, add detail to provide requested information. Independently, verbally produce complete sentences and add detail to provide requested information. Express thoughts, feelings, and ideas clearly and audibly. Verbally produce complete sentences when appropriate to the task and situation with prompting. Verbally produce complete sentences when appropriate to the task and situation. Inconsistently express thoughts, feelings, and ideas clearly and audibly. Express thoughts, feelings, and ideas clearly and audibly with prompting and support. Express thoughts, feelings, and ideas clearly and audibly. Inconsistently express thoughts, feelings, and ideas. Inconsistently express thoughts, feelings, and ideas clearly and audibly.
. Language Standards - First Grade Print all upper- and lowercase letters. T T T Print all upper- and lowercase letters. Neatly and accurately print all upperand lowercase letters. Neatly and accurately print all upperand lowercase letters across all content areas. Print many upper- and lowercase letters. Print all upper- and lowercase letters using a visual model as needed. Print all upper- and lowercase letters. Print some upper- and lowercase letters. With guidance and support, prints many upper- and lowercase letters. Print many upper- and lowercase letters. With guidance and support, prints some upper- and lower case letters. Print some upper- and lowercase letters.
5. Produce and expand complete & simple sentences. Consistently, produces and expands complete sentence statements and questions in response to prompts. Language Standards - First Grade T T T Speak audibly and express thoughts, feelings and ideas clearly. Usually produces complete sentences when appropriate to task and situation in order to provide requested detail or clarification. With prompting and support, sometimes produces and expands complete sentence statements and questions in response to prompts. Consistently, produces complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Consistently, produces and expands complete sentence statements and questions in response to prompts. Inconsistently, expresses thoughts feelings and ideas clearly. Sometimes, expresses thoughts feelings and ideas clearly. Speak audibly and express thoughts, feelings and ideas clearly. Rarely expresses thoughts feelings and ideas clearly. Rarely expresses thoughts feelings and ideas clearly. Inconsistently, expresses thoughts feelings and ideas clearly.
6. Use capitalization, spelling & punctuation. Use conventional capitalization, spelling (common patterns/words), and punctuation when writing. Write simple sentences, including beginning capitalization and punctuation. Language Standards - First Grade T T T Use capitalization, commas, apostrophes, and apply learned spelling patterns with prompting and support. Use conventional capitalization, spelling (common patterns/words), and punctuation when writing with prompting and support. Use capitalization, commas, apostrophes, and apply learned spelling patterns. Use conventional capitalization, spelling (common patterns/words), and punctuation when writing. Dictates a story to support a drawing. Write simple sentences, including beginning capitalization and punctuation with prompting and support. Write simple sentences, including beginning capitalization and punctuation. Uses pictures and letters to describe a topic. Dictates a story to support a drawing.
7. Determine/clarify meanings of new words. Language Standards - First Grade T T T Acquire new words from context and reading, applying an array of strategies to determine meanings. Identify new meanings for familiar words and apply them accurately. With prompting and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases, based on grade reading content, choosing flexibly from an array of strategies. Acquire new words from context and reading, applying an array of strategies to determine meanings with prompting and support. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, based on grade reading content, choosing flexibly from an array of strategies. Acquire new words from context and reading, applying an array of strategies to determine meanings. Use newly-learned vocabulary during class discussions. With prompting and support, identify new meanings for familiar words and apply them accurately. Identify new meanings for familiar words and apply them accurately. Not demonstrated at this time. With prompting and support, use newly-learned vocabulary during class discussions. Use newly-learned vocabulary during class discussions.
8. Understand word relationships & nuances. Language Standards - First Grade T T T With guidance and support, demonstrate understanding of word relationships and nuances in word meanings. Distinguish shades of meaning among related words and apply in context. (warm/hot, hop/jump) Demonstrate understanding of word relationships and nuances in word meanings with support and prompting. Distinguish shades of meaning among related words (nouns, verbs, & adjectives) & apply in context with support and prompting. Demonstrate understanding of word relationships and nuances in word meanings:. Identify real-life connections between words and their use.. Distinguish shades of meaning among closely related verbs & adjectives. With guidance and support, demonstrate understanding of word relationships and nuances in word meanings. Understand the meaning among related words but are not able to apply in context. Understand the meaning among related words and sometimes apply in context. Distinguish shades of meaning among related words and apply in context. (warm/hot, hop/jump) With guidance and support, Understand the meaning among related words but are not able to apply in context. Understand the meaning among related words but are not able to apply in context.
9. Language Standards - First Grade Use newly acquired words/phrase. T T T Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (because). Uses words/phrases acquired through conversations, reading and being read to, and responding to texts. Sometimes uses common conjunctions to combine words and phrases. Sometimes uses newly acquired words/phrases, including use of adjectives and adverbs to describe. Sometimes uses newly acquired words/phrases, including conjunctions to signal simple relationships. (because) Sometimes uses words/phrases acquired through conversations, reading and being read to, and responding to texts. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (because). Uses words/phrases acquired through conversations, reading and being read to, and responding to texts. Rarely uses common conjunctions to combine words and phrases. Sometimes uses common conjunctions to combine words and phrases.