Frist Grade Student Friendly Standards

First GradeStudent Friendly

StandardsRe-written into friendlier language by

Kelly Tenkely

2012

Thank you for purchasing the Student Friendly version of the Common Core Standards!

In 2011, I started a school, Anastasis Academy (http://anastasisacademy.com) At Anastasis Academy we use the Common Core Standards as a basic framework to start from. We don’t purchase ANY boxed curriculum. At all. At least not in the typical fashion. Instead, we tailor learning to meet the needs of our students. All of the resources we purchase are purchased with specific students in mind. So, if a piece of curriculum meets the needs of a student, we purchase that. If a lesson plan, or a video, or a book, or an app helps that child to be successful in learning, we purchase that. The Common Core Standards act as our guide not our goal. I know, scandalous.We don’t see the Common Core Standards as needing to be prescriptive of when and how a child should learn. Instead, we recognize that there are some foundational, basic skills in learning that help students in other learning, discovery and creativity. Quite frankly, the Common Core Standards are a bit underwhelming. They leave SO much to be desired if they are viewed as THE learning objective. If viewed as a baseline, a door to other learning opportunities, everything changes. There is freedom in that.

At Anastasis, we don’t have grade levels. Instead we group students based on developmental level taking into account academic abilities, the social/emotional and maturation. In any given class, we could have up to a 3-4 year spread. We recognize that children don’t develop at exactly the same rate. They must be given flexibility in their learning and not forced through a curriculum based on an artificial pacing guide. We believe the same is true for the standards. While the standards give a nice framework, there is no reason why a 6 year old should be expected to master all of the standards in first grade. There is no reason why a 6 year old should be limited by the standards in first grade. I’m sure that we don’t use the Common Core Standards quite like anyone else. We pay little attention to the grade level of the standard. Instead, when a child has mastered a standard, we move them to the next level of challenge regardless of the grade level the standard falls in. Because every child in a class could be working on a different combination of standards, we have a very low teacher/student ratio (1/12). This allows us to truly work with students where they are at.

Our students are involved in the process of coming up with learning goals. I know in most cases this responsibility rests solely on the shoulders of the teacher or the curriculum company. Students should have a say in their learning. If they don’t, we are doing a disservice to them. The problem we quickly ran into: students couldn’t easily read and understand the standards so that they could weigh in. Have you read the Common Core Standards? They are ridiculously full of eduspeak. I mean honestly, do they have to make everything sound so convoluted? I ended up rewriting the standards in student friendly language so that our students could work with teachers to create learning goals. These friendlier standards can be bound as a booklet, or used the way we use them at anastasis, cut into strips that are bound into smaller booklets.

My hope is that by using these student friendly standards, your students will have the opportunity to be more involved in their own learning process.

-Kelly Tenkely

http://anastasisacademy.com

http://anastasisacademy.com

RL 1.1I can ask and answer questions about the main ideas in a story.

RL 1.2I can tell a story I have read and explain the most important part of it.

RL 1.3After listening to a story, I can tell about the people in the story; where the story takes place, and describe important things that happen in the story.

RL 1.4I can pick out words or groups of words in stories or poems that remind me of feelings that I have.

RL 1.5After reading a lot of books that tell stories, and books that give information, I can tell my teacher what is different about them.

RL 1.6I can tell who is telling the story or speaking in different parts of a book.

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© Kelly Tenkely 2012

RL 1.7I can describe the people in the story; where the story takes place, and the important things that happen in the story by looking at the pictures.

RL 1.9After reading about different characters in stories, I can tell what is the same and what is different about their adventures.

RL 1.10With my teacher’s help I can read stories and poems written for 1st grade students.

RI 1.1I can ask and answer questions about the main ideas in what I am reading.

RI 1.2I can tell what I am reading about and give examples of the most important parts.

RI 1.3I can explain how two people, events or ideas in a book go together.

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RI 1.4If I don’t know what a word means when I’m reading, I can ask and answer good questions to help me find out.

RI 1.5I know how to find important facts in a book by using the table of contents, headings, glossaries, or links on a web page.

RI 1.6I can tell the difference between information I read in a book and information I learn about by looking at the pictures or diagrams.

RI 1.7I can tell someone what a book is about by looking at the pictures.

RI 1.8I can find facts in a book that support or back up the main idea.

RI 1.9After reading two books on the same topic, I can tell someone what is the same and what is different between them.

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RI 1.10With my teacher’s help I can read non-fiction books written for 1st graders.

RF 1.1I can spot the parts of a sentence including capital letters and punctuation at the end of a sentence.

RF 1.2.aI know the difference between long and short vowel sounds in short words.

RF 1.2.bI can read short words by blending the sounds together.

RF 1.2.cI can tell which sound a word starts with, what the middle vowel sound is and what the ending sound is in a word.

RF 1.2.dI can tell all the different sounds I hear in a short word.

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RF 1.3.bI can read words with one-syllable.

RF 1.3.cI know that the silent “e” at the end of the word makes the vowel say it’s name.

RF 1.3.dI know that every syllable has a vowel sound. I can count how many syllables a word has.

RF 1.3.eI can figure out how to read two syllable words by breaking the words into syllables.

RF 1.3.fI can read words that have the endings “s”, “ed” and “ing”.

RF 1.3.aI know how to spell and sound out first grade words with consonant digraphs.

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RF 1.4.bI can read things written for first grade students out loud. I can read with expression in my voice.

RF 1.4.cI can figure out what a word is by using the rest of the sentence as a clue. I can correct myself if I read the wrong word.

RF 1.4.aI can read and understand things written for a first grade student.

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W 1.1I can write about something I believe. I include the topic I am writing about, what I believe, the reason I believe it and add an ending sentence.

W 1.2I can explain something I know or have learned in writing. I include the topic, some facts about the topic, and add an ending sentence.

W 1.3I can write about something that happened in the order it happened in. I can include details about what happened, use ordering words (first, second, next) and add an ending sentence.

W 1.5With help from my teacher, I can write about a topic. I can answer questions my friends have about my writing and use their suggestions to make my writing better.

W 1.6With help from my teacher or a friend, I can use my iPad, Pages, Evernote, blog, or make videos of my writing.

W 1.7I can do research with my teacher and friends. I can write instructions for how to do something.

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W 1.8With help from my teacher, I can remember information from things I have done and experiences I have had.

SL 1.1.aI can listen to other students when we work together in groups. I can wait for others to finish speaking before I take my turn to speak.

SL 1.1.bI can respond to other student’s questions and comments and add my own thoughts to a conversation.

SL 1.1.cI can ask questions if I am confused or don’t understand something.

SL 1.2I can ask and answer questions about things I am reading, videos I am watching, or things I am listening to.

SL 1.3I can ask and answer questions to get more information when I am listening to someone speak.

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SL 1.4I can describe people, places, things and events. I can talk about my feelings and ideas I have.

SL 1.5I can add drawings or pictures to my work to help show my ideas, thoughts and feelings.

SL 1.6I can speak in complete sentences.

L 1.1.aI can print all upper and lowercase letters.

L 1.1.bI can use words to talk about people, places, things and ideas. I can use words to talk about multiple people, places, things or ideas.

L 1.1.cI can use nouns and verbs together in a sentence correctly (singular and plural).

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L 1.1.dI can use the possessive pronouns correctly including: I, me, my, they, them, their, anyone, everything.

L 1.1.eI can use verbs to tell if something happened in the past, present or future. (I walked home; today I walk home, tomorrow I will walk home).

L 1.1.fI can use words (adjectives) to describe things.

L 1.1.gI can use connecting words like: [and, but, so, because, or] in sentences.

L 1.1.hI can use the words “a”, “an” and “the” correctly in writing and speaking.

L 1.1.iI can use the words like “before”, “in front of”, “on”, “under”, “beneath”, “between”, “during”, “off”, “against”, “at”, “until”, “over”, “next to”, “after” correctly in writing and speaking.

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L 1.1.jI can speak and write sentences using periods (.), exclamation points (!), and question marks (?). I can join sentences using joining words (and, so, but, because, or).

L 1.2.aI can capitalize dates and names of people.

L 1.2.bI can use punctuation (period, exclamation point, question mark) at the end of a sentence.

L 1.2.cI can use commas in dates and to separate words in a list.

L 1.2.dI can spell words with a single vowel, silent “e” on the end, and first grade sight words.

L 1.2.eI can spell words by sounding them out.

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L 1.4.aI can figure out what a word means by using clues in the sentence or story.

L 1.4.bI can use the beginning or ending of a word (prefix or suffix) as a clue for figuring out the meaning of a word.

L 1.4.cI can spot root words and know the different endings they could have. (look, looks, looked, looking)

L 1.5.aI can sort words into categories like: colors, clothing, animals, etc.).

L 1.5.bI can define words by category and by what features they have (a duck is a bird that swims, a tiger is a large cat with stripes).

L 1.5.cI can make connections between words and real life (I can identify places in my house that are “cozy”).

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L 1.5.dI can explain differences between words that mean almost the same thing (look, peek, glance, stare) or (large, gigantic).

L 1.6I can refer to words and phrases I have heard, read, or listened to when I talk to others.

OA 1.1I can use addition and subtraction with numbers up to 20 to solve problems. I can use numbers, objects, drawings and equations.

OA 1.2I can solve word problems that ask me to add three numbers by using objects, number, drawings and equations.

OA 1.3I know that you can switch numbers that you add to get the same answer (2+3=5 and 3+2=5). I know that when I add 3 numbers, I can first add two numbers and use that to make a new problem. (6+4+2 becomes 10+2=12).

OA 1.4I can subtract numbers by finding out which number I need to add. (Find 10-8 by finding the number that makes 10 when added to 8.)

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OA 1.5I know how to count by 2, 3, 5 and 10 because I know how to add those numbers.

OA 1.6I can add and subtract numbers up to 20. I know how to add and subtract multiple solutions to come up with one answer. (8+6, 8+2+4, 4+10 all add up to 14)

OA 1.7I know what an equal sign means. I can tell if math problems I see are right or wrong. (10-2=17 is wrong, 10-2=8 is right)

OA 1.8I can find the missing number in math problems using addition and subtraction. (8+__=11)

NBT 1.1I can count to 120 starting at any number less than 120. I can read and write all of the numbers up to 120.

NBT 1.2.aI know what a two digit number is. I know that 10 is a bundle of 10 one blocks.

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NBT 1.2.bI know that the numbers from 11 to 19 are made up of one ten block and one, two, three, four, five, six, seven, eight, or nine one blocks.

NBT 1.2.cI know that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 are made up of 1, 2, 3, 4, 5, 6, 7, 8, or 9 ten blocks and 0 one blocks.

NBT 1.3I can compare two-digit numbers with the symbols <, >, or =

NBT 1.4I can add numbers up to 100, including two digit and one digit numbers. I can draw, use objects, or write numbers to show how I add.

NBT 1.5I can find 10 more or 10 less of any number in my mind without counting.

NBT 1.6I can subtract multiples of 10 from numbers lower than 90. I can draw, use objects, or write numbers to show how I subtract.

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MD 1.1I can put things in order based on their size (length). I can compare the lengths of two objects by using a third object.

MD 1.2I can measure an object using unit blocks. I can tell how long something is in units.

MD 1.3I can tell time in hours and half-hours using an analog and digital clock.

MD 1.4I can organize data into three categories. I can ask and answer questions about the data I collected. I can tell how many more or less are in one category than another.

G 1.1I know how many sides different shapes have. I can build and draw shapes like: triangle, square, circle, rectangle, star, etc.

G 1.2I can draw shapes like: triangle, square, rectangle, star, circle, trapezoid, half circles. I can also draw or create cubes, right-rectangular prisms, right circular cones, right circular cylinders. I can make new shapes with the shapes I know.

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G 1.3I can split circles and rectangles into two and four equal parts. I use words like halves, fourths, quarters, half of, quarter of, and fourth of to describe how I split a shape.

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Documents

Frist Grade Student Friendly Standards