Grade 1 Objectives

February 1st - Episode 18 of the Ohio Treasure Chest Podcast
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Home - English Language Arts - Reading - Grade 1

		Below are the indicators for Grade 1. Click on the numbers in the left-hand column to access resources in the following categories: Web Resources - Educational web sites that support that indicator - This is the main focus of the Treasure Chest Connections - Other indicators in any content area that relate to that indicator - Or click to get full list for this subject and grade

		Phonemic Awareness, Word Recognition and Fluency
1	-	1. Identify and distinguish between letters, words and sentences.
9	-	2. Identify and say the beginning and ending sounds in words.
6	-	3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
-	-	4. Decode by using letter-sound matches.
2	-	5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.
-	-	6. Blend two to four phonemes (sounds) into words.
4	-	7. Add, delete or change sounds in a given word to create new or rhyming words.
3	-	8. Demonstrate a growing stock of sight words.
4	-	9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes.
-	-	10. Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning.
		Acquisition of Vocabulary
-	-	1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.
7	-	2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).
-	1	3. Classify words into categories (e.g., colors, fruits, vegetables).
3	-	4. Recognize common sight words.
2	-	5. Recognize that words can sound alike but have different meanings (e.g., homophones such as hair and hare).
-	-	6. Predict the meaning of compound words using knowledge of individual words (e.g., daydream, raindrop).
5	-	7. Recognize contractions (e.g., isn't, aren't, can't, won't) and common abbreviations (e.g., Jan., Feb.).
-	-	8. Read root words and their inflectional endings (e.g., walk, walked, walking).
1	-	9. Determine the meaning of unknown words using a beginner's dictionary.
		Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
1	-	1. Describe the role of authors and illustrators.
1	-	2. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).
1	-	3. Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions.
-	-	4. Make predictions while reading and support predictions with information from the text or prior experience.
-	-	5. Compare information (e.g., recognize similarities) in texts with prior knowledge and experience.
1	-	6. Recall the important ideas in fictional and non-fictional texts.
3	1	7. Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension.
2	-	8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
-	-	9. Monitor comprehension of independently- or group-read texts by asking and answering questions.
-	-	10. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).
2	-	11. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
		Reading Applications: Informational, Technical and Persuasive Text
1	-	1. Use title page, photographs, captions and illustrations (text features) to develop comprehension of informational texts.
1	1	2. Identify the sequence of events in informational text.
-	-	3. Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how).
1	-	4. Identify central ideas and supporting details of informational text with teacher assistance.
-	-	5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction.
3	1	6. Follow multiple-step directions.
		Reading Applications: Literary Text
-	-	1. Provide own interpretation of story, using information from the text.
1	-	2. Identify characters, setting and events in a story.
2	-	3. Retell the beginning, middle and ending of a story, including its important events.
1	-	4. Identify differences between stories, poems and plays.
-	-	5. Recognize predictable patterns in stories and poems.

Note: The resources provided through the Treasure Chest are for informational purposes only. North Canton City Schools is not responsible for the content of the web sites to which the Treasure Chest links. We encourage you to report to us any broken or inappropriate links.