Grade 1

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

19 TAC §110.3

Part of the speaking and listening topic

follow, restate, and give oral instructions that involve a short, related sequence of actions;

19 TAC §110.3

share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

19 TAC §110.3

Part of the speaking and listening topic

work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and

19 TAC §110.3

Part of the speaking and listening topic

develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.

19 TAC §110.3

demonstrate phonological awareness by:

1. producing a series of rhyming words;
2. recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
3. distinguishing between long and short vowel sounds in one-syllable words;
4. recognizing the change in spoken word when a specified phoneme is added, changed, or removed;
5. blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;
6. manipulating phonemes within base words; and
7. segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;

19 TAC §110.3

Part of the phonics and sounds topic

demonstrate and apply phonetic knowledge by:

1. decoding words in isolation and in context by applying common letter sound correspondences;
2. decoding words with initial and final consonant blends, digraphs, and trigraphs;
3. decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
4. using knowledge of base words to decode common compound words and contractions;
5. decoding words with inflectional endings, including -ed, -s, and -es; and
6. identifying and reading at least 100 high-frequency words from a research-based list;

19 TAC §110.3

Part of the phonics and sounds topic

demonstrate and apply spelling knowledge by:

1. spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
2. spelling words with initial and final consonant blends, digraphs, and trigraphs;
3. spelling words using sound-spelling patterns; and
4. spelling high-frequency words from a research-based list;

19 TAC §110.3

Part of the phonics and sounds topic

what we did

demonstrate print awareness by identifying the information that different parts of a book provide;

19 TAC §110.3

alphabetize a series of words to the first or second letter and use a dictionary to find words; and

19 TAC §110.3

develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.

19 TAC §110.3

Part of the handwriting topic

use a resource such as a picture dictionary or digital resource to find words;

19 TAC §110.3

use illustrations and texts the student is able to read or hear to learn or clarify word meanings;

19 TAC §110.3

identify the meaning of words with the affixes -s, -ed, and -ing; and

19 TAC §110.3

Part of the vocabulary topic

identify and use words that name actions, directions, positions, sequences, categories, and locations.

19 TAC §110.3

establish purpose for reading assigned and self-selected texts with adult assistance;

19 TAC §110.3

generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;

19 TAC §110.3

make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;

19 TAC §110.3

Part of the comprehension topic

create mental images to deepen understanding with adult assistance;

19 TAC §110.3

make connections to personal experiences, ideas in other texts, and society with adult assistance;

19 TAC §110.3

make inferences and use evidence to support understanding with adult assistance;

19 TAC §110.3

Part of the comprehension topic

evaluate details to determine what is most important with adult assistance;

19 TAC §110.3

synthesize information to create new understanding with adult assistance; and

19 TAC §110.3

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

19 TAC §110.3

Part of the comprehension topic

describe personal connections to a variety of sources;

19 TAC §110.3

Part of the research topic

write brief comments on literary or informational texts;

19 TAC §110.3

Part of the informational text topic

use text evidence to support an appropriate response;

19 TAC §110.3

retell texts in ways that maintain meaning;

19 TAC §110.3

Part of the comprehension topic

interact with sources in meaningful ways such as illustrating or writing; and

19 TAC §110.3

Part of the research topic

respond using newly acquired vocabulary as appropriate.

19 TAC §110.3

Part of the vocabulary topic

what we did

discuss topics and determine theme using text evidence with adult assistance;

19 TAC §110.3

Part of the characters and plot topic

describe the main character(s) and the reason(s) for their actions;

19 TAC §110.3

Part of the characters and plot topic

describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and

19 TAC §110.3

Part of the characters and plot topic

describe the setting.

19 TAC §110.3

Part of the characters and plot topic

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;

19 TAC §110.3

Part of the poetry topic

discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;

19 TAC §110.3

Part of the poetry topic

discuss elements of drama such as characters and setting;

19 TAC §110.3

Part of the characters and plot topic

recognize characteristics and structures of informational text, including:

1. the central idea and supporting evidence with adult assistance;
2. features and simple graphics to locate or gain information; and
3. organizational patterns such as chronological order and description with adult assistance;

19 TAC §110.3

Part of the informational text topic

recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and

19 TAC §110.3

Part of the persuasive writing topic

recognize characteristics of multimodal and digital texts.

19 TAC §110.3

discuss the author's purpose for writing text;

19 TAC §110.3

discuss how the use of text structure contributes to the author's purpose;

19 TAC §110.3

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

19 TAC §110.3

discuss how the author uses words that help the reader visualize; and

19 TAC §110.3

listen to and experience first- and third-person texts.

19 TAC §110.3

plan a first draft by generating ideas for writing such as by drawing and brainstorming;

19 TAC §110.3

Part of the writing a draft topic

develop drafts in oral, pictorial, or written form by:

1. organizing with structure; and
2. developing an idea with specific and relevant details;

19 TAC §110.3

Part of the writing a draft topic

revise drafts by adding details in pictures or words;

19 TAC §110.3

Part of the writing a draft topic

edit drafts using standard English conventions, including:

1. complete sentences with subject-verb agreement;
2. past and present verb tense;
3. singular, plural, common, and proper nouns;
4. adjectives, including articles;
5. adverbs that convey time;
6. prepositions;
7. pronouns, including subjective, objective, and possessive cases;
8. capitalization for the beginning of sentences and the pronoun "I";
9. punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and
10. correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and

19 TAC §110.3

Part of the grammar and punctuation topic

publish and share writing.

19 TAC §110.3

Part of the writing a draft topic

dictate or compose literary texts, including personal narratives and poetry;

19 TAC §110.3

Part of the poetry topic

dictate or compose informational texts, including procedural texts; and

19 TAC §110.3

Part of the informational text topic

dictate or compose correspondence such as thank you notes or letters.

19 TAC §110.3

generate questions for formal and informal inquiry with adult assistance;

19 TAC §110.3

Part of the research topic

develop and follow a research plan with adult assistance;

19 TAC §110.3

Part of the research topic

identify and gather relevant sources and information to answer the questions with adult assistance;

19 TAC §110.3

Part of the research topic

demonstrate understanding of information gathered with adult assistance; and

19 TAC §110.3

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

19 TAC §110.3

apply mathematics to problems arising in everyday life, society, and the workplace

19 TAC §111.3

use 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

19 TAC §111.3

Part of the problem solving topic

select 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

19 TAC §111.3

Part of the problem solving topic

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

19 TAC §111.3

Part of the graphs and data topic

create and use representations to organize, record, and communicate mathematical ideas

19 TAC §111.3

analyze mathematical relationships to connect and communicate mathematical ideas

19 TAC §111.3

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

19 TAC §111.3

recognize instantly the quantity of structured arrangements

19 TAC §111.3

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

19 TAC §111.3

use objects, pictures, and expanded and standard forms to represent numbers up to 120

19 TAC §111.3

generate a number that is greater than or less than a given whole number up to 120

19 TAC §111.3

use place value to compare whole numbers up to 120 using comparative language

19 TAC §111.3

Part of the place value topic

order whole numbers up to 120 using place value and open number lines

19 TAC §111.3

Part of the place value topic

represent the comparison of two numbers to 100 using the symbols >, <, or =

19 TAC §111.3

use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99

19 TAC §111.3

use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3

19 TAC §111.3

Part of the problem solving topic

compose 10 with two or more addends with and without concrete objects

19 TAC §111.3

apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

19 TAC §111.3

Part of the adding and subtracting topic

explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

19 TAC §111.3

Part of the adding and subtracting topic

generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

19 TAC §111.3

Part of the adding and subtracting topic

identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them

19 TAC §111.3

Part of the money topic

write a number with the cent symbol to describe the value of a coin

19 TAC §111.3

Part of the money topic

use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes

19 TAC §111.3

Part of the counting topic

recite numbers forward and backward from any given number between 1 and 120

19 TAC §111.3

skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

19 TAC §111.3

Part of the counting topic

use relationships to determine the number that is 10 more and 10 less than a given number up to 120

19 TAC §111.3

represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

19 TAC §111.3

Part of the adding and subtracting topic

understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

19 TAC §111.3

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

19 TAC §111.3

Part of the adding and subtracting topic

apply properties of operations to add and subtract two or three numbers

19 TAC §111.3

Part of the adding and subtracting topic

classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language

19 TAC §111.3

Part of the shapes and geometry topic

distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

19 TAC §111.3

Part of the shapes and geometry topic

create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons

19 TAC §111.3

Part of the shapes and geometry topic

identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language

19 TAC §111.3

Part of the shapes and geometry topic

what we did

identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language

19 TAC §111.3

Part of the shapes and geometry topic

compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible

19 TAC §111.3

Part of the shapes and geometry topic

partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words

19 TAC §111.3

Part of the fractions topic

identify examples and non-examples of halves and fourths

19 TAC §111.3

use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;

19 TAC §111.3

Part of the measurement topic

illustrate 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

19 TAC §111.3

Part of the measurement topic

measure the same object/distance with units of two different lengths and describe how and why the measurements differ

19 TAC §111.3

Part of the measurement topic

describe a length to the nearest whole unit using a number and a unit

19 TAC §111.3

Part of the measurement topic

tell time to the hour and half hour using analog and digital clocks

19 TAC §111.3

Part of the telling time topic

what we did

collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

19 TAC §111.3

Part of the graphs and data topic

use data to create picture and bar-type graphs

19 TAC §111.3

Part of the graphs and data topic

draw conclusions and generate and answer questions using information from picture and bar-type graphs

19 TAC §111.3

Part of the graphs and data topic

define money earned as income

19 TAC §111.3

Part of the money topic

identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs

19 TAC §111.3

Part of the money topic

distinguish between spending and saving

19 TAC §111.3

Part of the money topic

consider charitable giving

19 TAC §111.3