All First Grade ELA GLE's

Standard	Topic	GLE Text
1	Writing	Word Choice: Use concrete nouns most of the time
1	Writing	Word Choice: Demonstrate appropriate style and voice most of the time
1	Writing	Sentence Structure:Begin to recognize that sentences are written with audience's needs and writer's purpose, style and voice in mind: Use complete sentences to express thoughts most of the time
1	Writing	Sentence Structure:Begin to recognize that sentences are written with audience's needs and writer's purpose, style and voice in mind: Use capital letters and end marks to indicate intended beginning and end of simple sentences most of the time
1	Writing	Sentence Structure:Begin to recognize that sentences are written with audience's needs and writer's purpose, style and voice in mind: Separate "words" with spaces
1	Writing	Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer's feelings about events and their significance
1	Writing	Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective.
1	Writing	Organization: Persuasive Writing: Logically order ideas most of the time
1	Writing	Organization: Persuasive Writing: State a clear reason for choosing the position
1	Writing	Organization: Informative Writing: State the writing topic
1	Writing	Organization: Expressive Writing: State the interesting idea
1	Writing	Organization: Informative Writing: Sequence ideas most of the time
1	Writing	Organization: Expressive Writing: Logically order ideas most of the time
1	Writing	Form-Persuasive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to FRIENDLY LETTERS.
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to SIMPLE BOOK REPORTS
1	Writing	Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to FRIENDLY LETTERS AND NOTES
1	Writing	Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to JOURNAL ENTRIES
1	Writing	Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to 'ALL ABOUT ME' STORIES
1	Writing	Development-Persuasive Writing: Support the idea with an example and/or fact
1	Writing	Development-Persuasive Writing: Agree or disagree with an easily understood issue
1	Writing	Development-Informative Writing: Give details about the subject
1	Writing	Development-Informative Writing: Choose a title, when appropriate
1	Writing	Development-Informative Writing: Select an interesting subject for writing
1	Writing	Development-Expressive Writing: Choose a title, when appropriate
1	Writing	Development-Expressive Writing: Give details about how things look, feel, sound, smell
1	Writing	Development-Expressive Writing: Select an interesting idea for writing
1	Writing	Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use initial consonant/letter sounds to attempt correct spellings of words
1	Writing	Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use initial consonant/letter sounds to attempt correct spellings of words
1	Writing	Conventions: Use Standard Written English (SWE) as appropriate for the audience: Use capital letters to indicate beginning of sentences, familiar proper nouns, and the pronoun "I" most of the time
1	Writing	Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher)
1	Writing	Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive.
1	Writing	Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
1	Writing	Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice.
2	Constructing Meaning	Listen to different interpretations of the same reading and consider how these opinions were formed through classroom discussion
2	Constructing Meaning	Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (g) (h) ac1nowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2	Constructing Meaning	events in a text
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (k) relating the content of the text to real-life situations and (b) applying information from printed, electronic, and oral texts to complete authentic tasks.
2	Constructing Meaning	Make inferences (strongly implied in text) about people and events in a text
2	Constructing Meaning	Recognize that there is a difference between a fact and an opinion
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of informative and technical printed texts by (i) making inferences.
2	Constructing Meaning	Students will demonstrate an overall understanding of printed texts by (h) discriminating between fact and opinion.
2	Constructing Meaning	Introduce connections between ideas/characters in stories (e.g., What story that we have read does this remind me of?)
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (g) comparing information between and within texts.
2	Constructing Meaning	Understand that there are various purpose(s) for writing
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (f) identifying the author?s purpose.
2	Constructing Meaning	Complete a graphic organizer (e.g., webs, charts) that identifies story/literary elements and story structure
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (e) organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2	Constructing Meaning	Recognize and arrange the major events of a story in sequence
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2	Constructing Meaning	Recognize that settings can change
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2	Constructing Meaning	Identify rhyme and alliteration
2	Constructing Meaning	Begin to identify essential information from text features (e.g., title and author)
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2	Constructing Meaning	Predict likely outcomes based on clues in a text by answering teacher-led question (e.g., what do you think will happen next?)
2	Constructing Meaning	Students will be able to demonstrate an overall understanding of printed texts by (a) making?. predictions as needed.
2	Constructing Meaning	Use own words to restate what was read
2	Constructing Meaning	Retell stories and ideas
2	Constructing Meaning	Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2	Constructing Meaning	Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading.
2	Constructing Meaning	Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2	Constructing Meaning	Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words. Use prior kowledge in conjunction with the following strategies to determine the meaning of unknown words by:
2	Constructing Meaning	Write letters associated with each sound in 1-syllable, phonetically regular words
2	Constructing Meaning	Spell single syllable regular words correctly and independently
2	Constructing Meaning	Read fluently (1 word per 2-3 seconds midyear; 1 word per second end of year)
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. F) Spelling
2	Constructing Meaning	Read accurately (1 error in 20 words); 40?60 words correct per minute with
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. E) Fluency
2	Constructing Meaning	Learn and uses unfamiliar words introduced in stories and informational passages
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. C) Vocabulary
2	Constructing Meaning	Read words with common word parts
2	Constructing Meaning	Read common sight words automatically
2	Constructing Meaning	Read regular 1-syllable words fluently
2	Constructing Meaning	Decode words with letter combinations
2	Constructing Meaning	Produce sounds to common letter combinations
2	Constructing Meaning	Decode words with consonant blends
2	Constructing Meaning	Produce one-to-one letter/sound correspondence in a word (1/sec)
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. B) Alphabetic Principle
2	Constructing Meaning	Identify and produce rhyming words with automaticity
2	Constructing Meaning	Identify and produce rhyming words with automaticity
2	Constructing Meaning	Blend 3-4 phonemes into a whole word with automaticity
2	Constructing Meaning	Segment 3 and 4 phonemes in 1-syllable words with automaticity
2	Constructing Meaning	Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. A) Phonological Awareness
3	Research	Use the browser navigation tools (back, forward, refresh, stop) and scroll in windows
3	Research	Use technology to synthesize information into a meaningful format to expressideas and experiences, and to create text, drawings, graph, diagrams, photographs, videos, and graphics
3	Research	Select informational resource
3	Research	Use technology tools to enhance learnin
3	Research	Take pictures using a digital camera
3	Research	Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information
3	Research	Key in phrases or sentences with proper placement
3	Research	Understand cursor placement
3	Research	Handle CDs, disks and other media appropriately
3	Research	Use technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graph, diagrams, photographs, videos, and graphics
3	Research	dentify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information
3	Research	Use technology tools to enhance learning
3	Research	Select informational resources
4	Reading Connections	Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4	Reading Connections	Listen to simple stories from defferent cultures and eras to browaden cultural awareness
4	Reading Connections	Distinguish between poetry and prose
4	Reading Connections	Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, gender, nationalities, races, religions and disabilities; respond to literary text and media represenative of various nations and cultures.
4	Reading Connections	Understand the difference between genres [?]