Benchmarks are what Lakeland students must know absolutely. They are drawn from Lakeland and State curriculum standards and the ISAT Learning Continuum.

CONCEPTS OF PRINT

1. Read environmental print (signs and symbols)

2. Attend to print

3. Use picture clues to support text

4. Use story language

5. Know where to start reading

6. Move left to right across print

7. Read sentences from left to right and top to bottom.

8. Match word by word

9. Understand first and last of text; top and bottom of page and order of pages for turning

10. Read left page before right page

11. Identify one or two letters; first and last letter; and capital letters; point to specific letter when requested

12. Match upper and lower case letters

13. Identify the number of letters in a word and words in a sentence

PHONEMIC AWARENESS/PHONICS/WORD ANALYSIS

1. Apply phonemic awareness skills to develop auditory discrimination

2. Recognize and generate two or more rhyming words

3. Discriminate between two sounds

4. Imitate sounds

5. Match vowel and consonant sounds for all letters

6. Identify isolated initial, middle, and final sounds

7. Blend phonemes to make a word

8. Blend onsets and rimes to make word

9. Segment a word into phonemes: deletion, addition, substitution, transposition

10. Count syllables within words

11. Use visual memory to recall letters, numbers, shapes and words

12. Recognize all letters, both capital and small, in and out of sequence

13. Blend and pronounce nonsense words

14. Use visual discrimination to differentiate letters e.g., (one letter) d d d b d d b d (two letters) hm hm hn hm, etc.

15. Use visual discrimination to differentiate words (e.g., who, how, was, saw)

16. Apply phonetic skills to read one and two syllable words using:

A. Consonants

B. Blends (i.e., st, bl, br)

C. Digraphs/diphthongs (i.e., ch, sh, oy, oi)

D. Silent letters

E. Short and long vowel sounds

F. Vowel teams

G. R-controlled vowels (ar, or, er, ir, ur)

15. Develop structural analysis skills:

A. Word families/patterns to create and decode new words that include blends and digraphs

B. Root/base word

C. Endings/suffixes

D. Compound words and Contractions

E. Abbreviations

VOCABULARY

1. Use word identification skills and vocabulary building strategies in a sentence

2. Develop sight word vocabulary using varied strategies

3. Identify common antonyms, synonyms, and homonyms

4. Uses dictionaries to determine meanings of words

5. Uses words and concepts in content area text

COMPREHENSION

Before Reading Comprehension Strategies:

1. Draw on prior knowledge/life experiences-discuss and generate questions to predict text

2. Identify text, illustrations, title page, and table of contents to learn about text prior to reading

3. Use charts, tables, graphs, pictures, diagrams, graphic organizers and prior experiences to enhance understanding

4. Tell the purpose for reading text

During Reading Comprehension Strategies:

1. Integrate visual (graphophonic), grammar (syntax), and meaning (semantics) cues to gain understanding of text.

2. Monitor own reading comprehension by self- correcting and rereading as needed to confirm text

A. Ask, “Does the word make sense?”

B. Ask, “Does the word look right?”

C. Ask, “Does the word sound right?”

3. Use punctuation: commas, periods, question marks, exclamation points, and quotation marks to gain meaning of the text

4. Identify and compare own experiences and knowledge to that of characters, events and situations within a story

5. Self-correct errors.

After Reading Comprehension Strategies:

1. Identify main idea by telling about the story

2. Identify and describe setting, beginning, middle and end, and characters in a story

3. Answer questions (who, what, when, where, why, how) about expository text, heard or read.

4. Identify facts and sequence information from expository text using picture clues.

5. Use literal, interpretive, and evaluative skills to arrive at meaning

6. Identify dialogue in a story

7. Recall the sequence of events

8. Read beyond text to make inferences and draw conclusions from titles, illustrations and photographs with the teacher’s delving.

9. Read and follow one and two step directions

10. Read and evaluate grade-level literature; identify vocabulary, genres and text features

11. Identify and compare plots, settings and characters of two stories

12. Retell basic plots/main ideas of:

A. Fiction

B. Nonfiction

C. Informational

D. Fairy Tales

E. Folktales

F. Animal Stories

G. Fables

H. Poetry

13. Distinguish between fiction and nonfiction, real and fantasy, fact and opinion

LITERATURE

1. Distinguish between reality and fantasy in reading selections

2. Read a variety of poems

3. Select and read books for personal reading and pleasure

4. Be aware of the variety of stories and plays available for reading pleasure

READING STRATEGIES/FLUENCY

1. Use syntactic (grammar) cues to read an unknown word

2. Use semantic (meaning) cues to read an unknown word

3. Use picture cues to read an unknown word

4. Use grapho-phonic cues (letter sound)

5. Integrate reading strategies

6. Gain oral fluency and expression, use proper phrasing and rereading

7. Read aloud Grade 1 selections fluently at 55+ words per minute.

REFERENCE AND LIBRARY SKILLS CURRICULUM

The reference and library skills curriculum is to be taught by both classroom teachers and the district media specialist. However there are some objectives that are specific to library usage. These objectives are marked to denote that the district media specialist specifically introduces them and that they are to be reinforced by the classroom teacher.

1. Organization of materials

A. Know that the materials in the library media center have a specific arrangement

B. Locate information using the following informational text and/or resources: alphabetical order and book parts

2. Fiction and Nonfiction

A. Understand the difference between fiction and nonfiction materials

B. Use fiction and nonfiction materials

C. Locate fiction and non-fiction sections of the library

3. Periodicals

A. Know that the library media center has materials other than books

B. Be familiar with magazines that are of interest and age appropriate

4. Audiovisual materials and equipment

A. Know that the library media center has materials other than books

B. Draw meaning from an audiovisual presentation

5. Evaluation and selection techniques

A. Select books of interest to him/her

B. Select books that he/she can read using the AR Reading Level

6. Parts of a book

A. Identify the cover, both front and back

B. Identify the spine and spine label

C. Identify the title page

D. Identify the title, author and illustrator

E. Identify the flyleaf, both front and back

F. Identify the body or text of the book and the table of contents

7. Listing and viewing skills

A. Be able to attend to the sights and sounds of storytelling

B. Participate in discussion following a story

8. Literature appreciation

A. Know that a variety of books are available

B. Draw the point of the story into his/her own experience

C. Select and read books for personal reading and pleasure at their independent reading level

D. State a favorite author

WRITING PROCESS

1. Demonstrate awareness of print

2. Write in a variety of forms (persuasive, expository, narrative, descriptive) and for a variety of audiences:

A. Journal

B. Charts

C. Creative writing

D. Poetry/Songs

E. Book Review

F. Informative

G. Letter Writing

H. Invitations

I. Thank You

J. Response Writing

3. Participate in prewriting strategies:

A. Brainstorming

B. Discussions

C. Dramatizations

D. Observations: (teacher model, field trips, multi-media, and presentations)

E. Personal Experiences

F. Webbing

G. Sequencing

H. Create charts of new words

I. Teacher Conferencing

J. Story Mapping

4. Write or dictate first draft

5. Reread to clarify, revise and edit

6. Edit / rewrite first draft for legibility and to incorporate revisions such as:

A. Identify main idea

B. Completion and sequence of ideas

C. Complete sentences

D. Vocabulary

E. Clarity of expression

F. Structure of story (beginning, middle and end)

G. Conventional usage (grammar)

H. Capitalization (first letter of a sentence, proper names, the word I)

I. Punctuation (appropriate use at the end of a sentence)

J. Appropriate spacing between words

K. Uses phonic skills to spell independently

L. Accurately spell no excuse and assigned words

7. Proofread and illustrate final draft to prepare for:

A. Evaluation

B. Presentation/Share

C. Display

D. Publication

HANDWRITING

1. Use good posture, appropriate paper slant, and traditional pencil grip

2. Print legibly using correct letterform, height, size, and consistent slant

3. Print lower- and upper case letters of the alphabet

4. Print own first and last name using capitals where appropriate without a model

5. Print words with appropriate spacing between letters

6. Print sentences with appropriate spacing between words

7. Print punctuation marks in sentences using correct form, height, size, & spacing

8. Evaluate own printing by referring to a model

9. Read own writing

MECHANICS

1. Know and use appropriate mechanics

A. Spacing

B. Capitalization

1. Names

2. Pronoun “I”

3. Sentences

C. Punctuation

1. Periods

2. Question mark

3. Exclamation point

D. Grammar

1. Identify nouns and verbs

SPELLING

1. Spell high frequency words (no-excuse 1-25)

2. Spell assigned words

3. Spell words using strategies that include segmenting, rhyming word families, and analogies

4. Use phonetic analysis/spelling rules to spell words

A. Consonants

B. Blends ex: st, bl, br

C. Digraphs/diphthongs ex: ch, sh, oi, oy

D. Silent letters

E. Vowel sounds

5. Share writing with peers for editing

6. Use classroom materials as spelling references

1st Grade No Excuse Words

1st Quarter	2^nd Quarter	3^rd Quarter	4^th Quarter	4^th Quarter
the 1	in 6	he 11	as 16	be 21
I 2	is 7	for 12	with 17	this 22
and 3	you 8	was 13	his 18	from 23
a 4	that 9	on 14	they 19	of 24
to 5	it 10	are 15