California Content Standards

1.DA:Cn10

1.DA:Cn11

1.DA.Cr1

1.DA:Cr2

1.DA:Cr3

1.DA:Pr4

1.DA:Pr5

1.DA:Pr6

1.DA:Re7

1.DA:Re8

1.DA:Re9

1-ESS1-1

1-ESS1-2

1.G.1

1.G.2

1.G.3

1-LS1-1

1-LS1-2

1-LS3-1

1.MA:Cn10

1.MA:Cn11

1.MA:Cr1

1.MA:Cr2

1.MA:Cr3

1.MA:Pr4

1.MA:Pr5

1.MA:Pr6

1.MA:Re7

1.MA:Re8

1.MA:Re9

1.MD.1

1.MD.2

1.MD.3

1.MD.4

1.MU:Cn10

1.MU:Cn11

1.MU:Cr1

1.MU:Cr2

1.MU:Cr3.1

1.MU:Cr3.2

1.MU:Pr4.1

1.MU:Pr4.2

1.MU:Pr4.3

1.MU:Pr5

1.MU:Pr6

1.MU:Re7.1

1.MU:Re7.2

1.MU:Re8

1.MU:Re9

1.NBT.1

1.NBT.2.a

1.NBT.2.b

1.NBT.2.c

1.NBT.3

1.NBT.4

1.NBT.5

1.NBT.6

1.OA.1

1.OA.2

1.OA.3

1.OA.4

1.OA.5

1.OA.6

1.OA.7

1.OA.8

1-PS4-1

1-PS4-2

1-PS4-3

1-PS4-4

1.TH:Cn10

1.TH:Cn11.1

1.TH:Cn11.2

1.TH:Cr1

1.TH:Cr2

1.TH:Cr3

1.TH:Pr4

1.TH:Pr5

1.TH:Pr6

1.TH:Re7

1.TH:Re8

1.TH:Re9

1.VA:Cn10

1.VA:Cn11

1.VA:Cr1.1

1.VA:Cr1.2

1.VA:Cr2.1

1.VA:Cr2.2

1.VA:Cr2.3

1.VA:Cr3

1.VA:Pr4

1.VA:Pr5

1.VA:Pr6

1.VA:Re7.1

1.VA:Re7.2

1.VA:Re8

1.VA:Re9

A Child’s Place in Time and Space, Grade 1

General

General

General

General

General

Geometry

Measurement and Data

Number and Operations in Base Ten

Operations and Algebraic Thinking

Part II: Learning About How English Works Cluster: C. Connecting and Condensing Ideas

Part I: Interacting in Meaningful Ways Cluster: B. Interpretive

Write longer literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of insects) collaboratively with an adult (e.g., joint construction

Write longer literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of insects) collaboratively with an adult (e.g., joint construction), with peers, and independently.

Write very short literary texts (e.g., story) and informational texts (e.g., a description of an insect) using familiar vocabulary collaboratively with an adult (e.g., joint constr

Write very short literary texts (e.g., story) and informational texts (e.g., a description of an insect) using familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers, and sometimes independently.

Write short literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of an insect) collaboratively with an adult (e.g., joint constructio

Write short literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of an insect) collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.

Offer opinions and provide good reasons with detailed textual evidence or relevant background knowledge (e.g., specific examples from text or knowledge of content).

Offer opinions and provide good reasons with detailed textual evidence or relevant background knowledge (e.g., specific examples from text or knowledge of content).

Offer opinions and provide good reasons (e.g., My favorite book is X because X) referring to the text or to relevant background knowledge.

Offer opinions and provide good reasons (e.g., My favorite book is X because X) referring to the text or to relevant background knowledge.

Offer opinions and provide good reasons and some textual evidence or relevant background knowledge (e.g., paraphrased examples from text or knowledge of content).

Offer opinions and provide good reasons and some textual evidence or relevant background knowledge (e.g., paraphrased examples from text or knowledge of content).

Retell texts and recount experiences, using increasingly detailed complete sentences and key words.

Retell texts and recount experiences, using increasingly detailed complete sentences and key words.

Retell text and recount experiences, using key words.

Retell text and recount experiences, using key words.

Retell texts and recount experiences, using complete sentences and key words.

Retell texts and recount experiences, using complete sentences and key words.

Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language (e.g., The dog was as big as a house) to create an effect, precision,

Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language (e.g., The dog was as big as a house) to create an effect, precision, and shades of meaning while speaking and writing.

Use a select number of general academic and domain-specific words to add detail (e.g., adding the word scrumptious to describe a favorite food, using the word thorax to refer to in

Use a select number of general academic and domain-specific words to add detail (e.g., adding the word scrumptious to describe a favorite food, using the word thorax to refer to insect anatomy) while speaking and writing.

Use a growing number of general academic and domain-specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of

Use a growing number of general academic and domain-specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., prance versus walk) while speaking and writing.

Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and simple phrases.

Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and simple phrases.

Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Collaborate with teacher and peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Collaborate with teacher and peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X), and open responses in order to gai

Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X), and open responses in order to gain and/or hold the floor, elaborate on an idea, provide different opinions, and so on.

Offer opinions and ideas in conversations using a small set of learned phrases (e.g., I think X), as well as open responses in order to gain and/or hold the floor.

Offer opinions and ideas in conversations using a small set of learned phrases (e.g., I think X), as well as open responses in order to gain and/or hold the floor.

Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X), as well as open responses in order

Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X), as well as open responses in order to gain and/or hold the floor, elaborate on an idea, and so on.

No standard for grade 1

No standard for grade 1

No standard for grade 1.

No standard for grade 1.

No standard for grade 1.

No standard for grade 1.

Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.

Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.

Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no and wh- questions with oral sentence frames and substantial prompting and support.

Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no and wh- questions with oral sentence frames and substantial prompting and support.

Demonstrate active listening to read-alouds and oral presentations by asking and answering questions, with oral sentence frames and occasional prompting and support.

Demonstrate active listening to read-alouds and oral presentations by asking and answering questions, with oral sentence frames and occasional prompting and support.

Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits) using key details based on understanding of a variety of grade-level texts an

Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.

Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., characters) based on understanding of a select set of grade-level texts and viewing of multimedia, with

Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., characters) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.

Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, main idea) in greater detail based on understanding of a variety of grade-level texts and vi

Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, main idea) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.

Describe the language writers or speakers use to present or support an idea (e.g., the author’s choice of vocabulary to portray characters, places, or real people) with prompting a

Describe the language writers or speakers use to present or support an idea (e.g., the author’s choice of vocabulary to portray characters, places, or real people) with prompting and light support.

Describe the language writers or speakers use to present an idea (e.g., the words and phrases used to describe a character), with prompting and substantial support.

Describe the language writers or speakers use to present an idea (e.g., the words and phrases used to describe a character), with prompting and substantial support.

Describe the language writers or speakers use to present or support an idea (e.g., the adjectives used to describe people and places), with prompting and moderate support.

Describe the language writers or speakers use to present or support an idea (e.g., the adjectives used to describe people and places), with prompting and moderate support.

Distinguish how multiple different words with similar meaning (e.g., big, large, huge, enormous, gigantic) produce shades of meaning and a different effect on the audience.

Distinguish how multiple different words with similar meaning (e.g., big, large, huge, enormous, gigantic) produce shades of meaning and a different effect on the audience.

Distinguish how two different frequently used words (e.g., large versus small) produce a different effect on the audience.

Distinguish how two different frequently used words (e.g., large versus small) produce a different effect on the audience.

Distinguish how two different words with similar meaning (e.g., large versus enormous) produce shades of meaning and a different effect on the audience.

Distinguish how two different words with similar meaning (e.g., large versus enormous) produce shades of meaning and a different effect on the audience.

Plan and deliver longer oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, describing a science experiment).

Plan and deliver longer oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, describing a science experiment).

Plan and deliver very brief oral presentations

Plan and deliver very brief oral presentations

Plan and deliver brief oral presentations on a variety of topics (e.g., show and tell, author’s chair, recounting an experience, describing an animal, and the like).

Plan and deliver brief oral presentations on a variety of topics (e.g., show and tell, author’s chair, recounting an experience, describing an animal, and the like).

Apply understanding of how different text types are organized predictably to express ideas (e.g., how a story is organized versus an informative/ explanatory text versus an opinion

Apply understanding of how different text types are organized predictably to express ideas (e.g., how a story is organized versus an informative/ explanatory text versus an opinion text) to comprehending texts and writing texts in shared language activities guided by the teacher and independently.

Apply understanding of how text types are organized (e.g., how a story is organized by a sequence of events) to comprehending texts and composing basic texts with substantial suppo

Apply understanding of how text types are organized (e.g., how a story is organized by a sequence of events) to comprehending texts and composing basic texts with substantial support (e.g., using drawings, through joint construction with a peer or teacher) to comprehending texts in shared language activities guided by the teacher, with peers, and sometimes independently.

Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an informative text i

Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an informative text is organized by topic and details) to comprehending texts and writing texts in shared language activities guided by the teacher and with increasing independence.

Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, after that, first/ second/third

Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, after that, first/ second/third) to comprehending texts and writing texts in shared language activities guided by the teacher and independently.

Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one day, after, then) to comprehendin

Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one day, after, then) to comprehending texts and writing texts in shared language activities guided by the teacher, with peers, and sometimes independently.

Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., a long time ago, suddenly) to compreh

Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., a long time ago, suddenly) to comprehending texts and writing texts in shared language activities guided by the teacher and with increasing independence.

Use a wide variety of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activites guided by the teacher and independently.

Use a wide variety of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activites guided by the teacher and independently.

Use frequently used verbs (e.g., go, eat, run) and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and sometime

Use frequently used verbs (e.g., go, eat, run) and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and sometimes independently.

Use a growing number of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activites guided by the teacher and with increasing independen

Use a growing number of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activites guided by the teacher and with increasing independence.

Use a wide variety of verb tenses appropriate for the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict) in shared l

Use a wide variety of verb tenses appropriate for the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict) in shared language activities guided by the teacher and independently.

Use simple verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for recounting an experience) in shared language activities guided by the teac

Use simple verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for recounting an experience) in shared language activities guided by the teacher and sometimes independently.

Use a growing number of verb tenses appropriate for the text type and discipline to convey time (e.g., simple past tense for retelling, simple present for a science description) in

Use a growing number of verb tenses appropriate for the text type and discipline to convey time (e.g., simple past tense for retelling, simple present for a science description) in shared language activities guided by the teacher and with increasing independence.

Expand noun phrases in a wide variety of ways (e.g., adding a variety of adjectives to noun phrases) in order to enrich the meaning of phrases/ sentences and add details about idea

Expand noun phrases in a wide variety of ways (e.g., adding a variety of adjectives to noun phrases) in order to enrich the meaning of phrases/ sentences and add details about ideas, people, things, and the like, in shared language activities guided by the teacher and independently.

Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, a

Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and the like, in shared language activities guided by the teacher and sometimes independently.

Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) to enrich the meaning of sentences and add details about ideas, people, things, a

Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) to enrich the meaning of sentences and add details about ideas, people, things, and the like, in shared language activities guided by the teacher and with increasing independence.

Expand simple and compound sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) in shared language activities guided by the teacher and indepe

Expand simple and compound sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) in shared language activities guided by the teacher and independently.

Expand sentences with frequently used prepositional phrases (such as in the house, on the boat) to provide details (e.g., time, manner, place, cause) about a familiar activity or p

Expand sentences with frequently used prepositional phrases (such as in the house, on the boat) to provide details (e.g., time, manner, place, cause) about a familiar activity or process in shared language activities guided by the teacher and sometimes independently.

Expand sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process in shared language activities guided b

Expand sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process in shared language activities guided by the teacher and with increasing independence.

Combine clauses in a wide variety of ways (e.g., rearranging complete, simple-to-form compound sentences) to make connections between and to join ideas (e.g., The boy was hungry. T

Combine clauses in a wide variety of ways (e.g., rearranging complete, simple-to-form compound sentences) to make connections between and to join ideas (e.g., The boy was hungry. The boy ate a sandwich. → The boy was hungry so he ate a sandwich) in shared language activities guided by the teacher and independently.

Combine clauses in a few basic ways to make connections between and to join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the

Combine clauses in a few basic ways to make connections between and to join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the teacher and sometimes independently.

Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked), in s

Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked), in shared language activities guided by the teacher and with increasing independence.

Condense clauses in a variety of ways (e.g., through embedded clauses and other condensing, for example, through embedded clauses as in She’s a doctor. She’s amazing. She saved the

Condense clauses in a variety of ways (e.g., through embedded clauses and other condensing, for example, through embedded clauses as in She’s a doctor. She’s amazing. She saved the animals. → She’s the amazing doctor who saved the animals) to create precise and detailed sentences in shared language activities guided by the teacher and independently.

Condense clauses in simple ways (e.g., changing: I like blue. I like red. I like purple → I like blue, red, and purple) to create precise and detailed sentences in shared language

Condense clauses in simple ways (e.g., changing: I like blue. I like red. I like purple → I like blue, red, and purple) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.

Condense clauses in a growing number of ways (e.g., through embedded clauses as in, She’s a doctor. She saved the animals. → She’s the doctor who saved the animals) to create preci

Condense clauses in a growing number of ways (e.g., through embedded clauses as in, She’s a doctor. She saved the animals. → She’s the doctor who saved the animals) to create precise and detailed sentences in shared language activities guided by the teacher and with increasing independence.

Students describe the rights and individual responsibilities of citizenship.

Students describe the rights and individual responsibilities of citizenship.

HSS-1.1.1

HSS-1.1.2

Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.

Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.

HSS-1.2.1

HSS-1.2.2

HSS-1.2.3

HSS-1.2.4

Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.

Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.

HSS-1.3.1

HSS-1.3.2

HSS-1.3.3

Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while othe

Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.

HSS-1.4.1

HSS-1.4.2

HSS-1.4.3

Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.

Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.

HSS-1.5.1

HSS-1.5.2

HSS-1.5.3

Students understand basic economic concepts and the role of individual choice in a free-market economy.

Students understand basic economic concepts and the role of individual choice in a free-market economy.

HSS-1.6.1

HSS-1.6.2

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possess

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). CA e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. Capitalize dates and names of people. b. Use end punctuation fo

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

(Begins in grade 2)

(Begins in grade 2)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sente

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relatio

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 (e.g., because).

LIB.1.1.1

LIB.1.1.2

LIB.1.1.3

LIB.1.1.4

LIB.1.2.1

LIB.1.2.2

LIB.1.2.3

LIB.1.3.1

LIB.1.3.2

LIB.1.3.3

LIB.1.4.1

LIB.1.4.2

LIB.1.4.3

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

PE-1.1.1

PE-1.1.10

PE-1.1.11

PE-1.1.12

PE-1.1.13

PE-1.1.14

PE-1.1.15

PE-1.1.16

PE-1.1.17

PE-1.1.18

PE-1.1.19

PE-1.1.2

PE-1.1.20

PE-1.1.21

PE-1.1.22

PE-1.1.3

PE-1.1.4

PE-1.1.5

PE-1.1.6

PE-1.1.7

PE-1.1.8

PE-1.1.9

Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

PE-1.2.1

PE-1.2.10

PE-1.2.11

PE-1.2.12

PE-1.2.13

PE-1.2.2

PE-1.2.3

PE-1.2.4

PE-1.2.5

PE-1.2.6

PE-1.2.7

PE-1.2.8

PE-1.2.9

Students assess and maintain a level of physical fitness to improve health and performance.

Students assess and maintain a level of physical fitness to improve health and performance.

PE-1.3.1

PE-1.3.2

PE-1.3.3

PE-1.3.4

PE-1.3.5

PE-1.3.6

PE-1.3.7

PE-1.3.8

Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

PE-1.4.1

PE-1.4.10

PE-1.4.11

PE-1.4.12

PE-1.4.2

PE-1.4.3

PE-1.4.4

PE-1.4.5

PE-1.4.6

PE-1.4.7

PE-1.4.8

PE-1.4.9

Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

PE-1.5.1

PE-1.5.2

PE-1.5.3

PE-1.5.4

PE-1.5.5

PE-1.5.6

Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuat

Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-s

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA a. Know the spelling-sound correspondences for common consonant digr

Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words.

Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate ra

Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Ask and answer questions about key details in a text.

Ask and answer questions about key details in a text.

With prompting and support, read informational texts appropriately complex for grade 1. a. Activate prior knowledge related to the information and events in a text. CA b. Confirm p

With prompting and support, read informational texts appropriately complex for grade 1. a. Activate prior knowledge related to the information and events in a text. CA b. Confirm predictions about what will happen next in a text. CA

Identify the main topic and retell key details of a text.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4–6 for additional expectations.) CA

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4–6 for additional expectations.) CA

Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information

Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CA

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Use the illustrations and details in a text to describe its key ideas.

Use the illustrations and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify the reasons an author gives to support points in a text.

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Ask and answer questions about key details in a text.

Ask and answer questions about key details in a text.

With prompting and support, read prose and poetry of appropriate complexity for grade 1. a. Activate prior knowledge related to the information and events in a text. CA b. Confirm

With prompting and support, read prose and poetry of appropriate complexity for grade 1. a. Activate prior knowledge related to the information and events in a text. CA b. Confirm predictions about what will happen next in a text. CA

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Describe characters, settings, and major events in a story, using key details.

Describe characters, settings, and major events in a story, using key details.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4–6 for additional expectations.) CA

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4–6 for additional expectations.) CA

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Identify who is telling the story at various points in a text.

Identify who is telling the story at various points in a text.

Use illustrations and details in a story to describe its characters, setting, or events.

Use illustrations and details in a story to describe its characters, setting, or events.

(Not applicable to literature)

(Not applicable to literature)

Compare and contrast the adventures and experiences of characters in stories.

Compare and contrast the adventures and experiences of characters in stories.

Arts Grade 1

English Language Arts Grade 1

English Language Development (ELD) Grade 1

History–Social Science Grade 1

School Library Grade 1

Mathematics Grade 1

Physical Education Grade 1

Science (CA NGSS) Grade 1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for di

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

Ask and answer questions about key details in a text read aloud or information presented orally or through other media. a. Give, restate, and follow simple two-step directions. CA

Ask and answer questions about key details in a text read aloud or information presented orally or through other media. a. Give, restate, and follow simple two-step directions. CA

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. a. Memorize and recite poems, rhymes, and songs with expression. CA

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. a. Memorize and recite poems, rhymes, and songs with expression. CA

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

(Begins in grade 2) CA

(Begins in grade 2) CA

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provi

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

(Begins in grade 2) CA

(Begins in grade 2) CA

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

(Begins in grade 4)

(Begins in grade 4)

World History, Culture, and Geography: The Modern World, Grade 10

Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of La

Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

HSS-10.10.1

HSS-10.10.2

HSS-10.10.3

Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).

Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).

HSS-10.1.2

HSS-10.1.3

Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectati

Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.

HSS-10.2.1

HSS-10.2.2

HSS-10.2.3

HSS-10.2.4

HSS-10.2.5

Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

HSS-10.3.1

HSS-10.3.2

HSS-10.3.3

HSS-10.3.4

HSS-10.3.5

HSS-10.3.6

HSS-10.3.7

Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America,

Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

HSS-10.4.1

HSS-10.4.2

HSS-10.4.3

HSS-10.4.4

Students analyze the causes and course of the First World War.

Students analyze the causes and course of the First World War.

HSS-10.5.1

HSS-10.5.2

HSS-10.5.3

HSS-10.5.4

HSS-10.5.5

Students analyze the effects of the First World War.

Students analyze the effects of the First World War.

HSS-10.6.1

HSS-10.6.2

HSS-10.6.3

HSS-10.6.4

Students analyze the rise of totalitarian governments after World War I.

Students analyze the rise of totalitarian governments after World War I.

HSS-10.7.1

HSS-10.7.2

HSS-10.7.3

Students analyze the causes and consequences of World War II.

Students analyze the causes and consequences of World War II.

HSS-10.8.1

HSS-10.8.2

HSS-10.8.3

HSS-10.8.4

HSS-10.8.5

HSS-10.8.6

Students analyze the international developments in the post–World War II world.

Students analyze the international developments in the post–World War II world.

HSS-10.9.1

HSS-10.9.2

HSS-10.9.3

HSS-10.9.4

HSS-10.9.5

HSS-10.9.6

HSS-10.9.7

HSS-10.9.8

History–Social Science Grade 10

United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11

Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

Students analyze the development of federal civil rights and voting rights.

Students analyze the development of federal civil rights and voting rights.

HSS-11.10.1

HSS-11.10.2

HSS-11.10.3

HSS-11.10.4

HSS-11.10.5

HSS-11.10.6

HSS-11.10.7

Students analyze the major social problems and domestic policy issues in contemporary American society.

Students analyze the major social problems and domestic policy issues in contemporary American society.

HSS-11.11.1

HSS-11.11.2

HSS-11.11.3

HSS-11.11.4

HSS-11.11.5

HSS-11.11.6

HSS-11.11.7

HSS-11.1.2

HSS-11.1.3

HSS-11.1.4

Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

HSS-11.2.1

HSS-11.2.2

HSS-11.2.3

HSS-11.2.4

HSS-11.2.5

HSS-11.2.6

HSS-11.2.7

HSS-11.2.8

HSS-11.2.9

Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

HSS-11.3.1

HSS-11.3.2

HSS-11.3.3

HSS-11.3.4

HSS-11.3.5

Students trace the rise of the United States to its role as a world power in the twentieth century.

Students trace the rise of the United States to its role as a world power in the twentieth century.

HSS-11.4.1

HSS-11.4.2

HSS-11.4.3

HSS-11.4.4

HSS-11.4.5

HSS-11.4.6

Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

HSS-11.5.1

HSS-11.5.2

HSS-11.5.3

HSS-11.5.4

HSS-11.5.5

HSS-11.5.6

HSS-11.5.7

Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

HSS-11.6.1

HSS-11.6.2

HSS-11.6.3

HSS-11.6.4

HSS-11.6.5

Students analyze America’s participation in World War II.

Students analyze America’s participation in World War II.

HSS-11.7.1

HSS-11.7.2

HSS-11.7.3

HSS-11.7.4

HSS-11.7.5

HSS-11.7.6

HSS-11.7.7

HSS-11.7.8

Students analyze the economic boom and social transformation of post–World War II America.

Students analyze the economic boom and social transformation of post–World War II America.

HSS-11.8.1

HSS-11.8.2

HSS-11.8.3

HSS-11.8.4

HSS-11.8.5

HSS-11.8.6

HSS-11.8.7

HSS-11.8.8

Students analyze U.S. foreign policy since World War II.

Students analyze U.S. foreign policy since World War II.

HSS-11.9.1

HSS-11.9.2

HSS-11.9.3

HSS-11.9.4

HSS-11.9.5

HSS-11.9.6

HSS-11.9.7

History–Social Science Grade 11

Principles of American Democracy, Grade 12

Principles of Economics, Grade 12

Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.

Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.

Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following conce

Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.

HSS-PoAD.12.1.1

HSS-PoAD.12.1.2

HSS-PoAD.12.1.3

HSS-PoAD.12.1.4

HSS-PoAD.12.1.5

HSS-PoAD.12.1.6

Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.

Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.

HSS-PoAD.12.2.1

HSS-PoAD.12.2.2

HSS-PoAD.12.2.3

HSS-PoAD.12.2.4

HSS-PoAD.12.2.5

HSS-PoAD.12.2.6

Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and e

Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society.

HSS-PoAD.12.3.1

HSS-PoAD.12.3.2

HSS-PoAD.12.3.3

HSS-PoAD.12.3.4

Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.

Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.

HSS-PoAD.12.4.1

HSS-PoAD.12.4.2

HSS-PoAD.12.4.3

HSS-PoAD.12.4.4

HSS-PoAD.12.4.5