First Grade
Resource
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Interpreting the First Grade Standards-Based Report Card
Academic Performance Indicators
The purpose of the report card is to communicate to students, parents, and staff the progress each student is making toward accomplishing performance-based standards. The indicators are defined as follows:
The purpose of the report card is to communicate to students, parents, and staff the progress each student is making toward accomplishing performance-based standards. The indicators are defined as follows:
Below Standard (1): The student requires more support, frequent re-teaching, and additional practice to understand the content.
Approaching Standard (2): The student is applying learned skills but needs some teacher support to meet grade-level expectations fully.
Meets Standard (3): The student is performing at grade level, producing quality work with little to no teacher support, and fulfilling grade-level expectations.
Exceeds Standard (4): The student works above grade-level, consistently producing outstanding, independent work.
X: Not assessed at this time.
* For additional information, see the Individualized Education Program (IEP) progress report.
Work Habit Indicators
Cultivating effective work habits is essential for a student's success. The indicators for work habits are:
To enhance communication about assessed skills and knowledge, our district content specialists provide descriptors for each category on the report card. Expand each content area to view the detailed descriptors.
Cultivating effective work habits is essential for a student's success. The indicators for work habits are:
Exemplary (E): Performance is beyond grade-level expectations.
Successful (S): Performance meets grade-level expectations.
Needs Improvement (N): Performance needs improvement to meet grade-level expectations.
Content Area Descriptors
To enhance communication about assessed skills and knowledge, our district content specialists provide descriptors for each category on the report card. Expand each content area to view the detailed descriptors.
English Language Arts
Reading Foundational Skills
- Phonological / Phonemic Awareness
- Distinguish long from short vowels
- Blend sounds (phonemes)
- Isolate and produce initial, middle (medial), and final sounds (phonemes), including consonant blends
- Segment sounds (phonemes) in single-syllable words
- Phonics and Word Recognition
- Spelling-sound correspondence for digraphs
- Decode regularly spelled one-syllable words
- Know final -e and common vowel team conventions for spelling long vowel sounds
- Use the knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word
- Decode two-syllable words by following basic patterns to break the words into syllables
- Read words with inflectional endings
- Fluency
- Read grade-level text with appropriate accuracy, rate, expression, and self-correction
- Recognize distinguishing features of a sentence
Vocabulary
- Ask and answer questions to determine the meaning of words in a text
- Determine or clarify the meaning of unknown and multiple-meaning words
- Demonstrate understanding of word relationships and nuances
- Use words and phrases acquired through conversation, reading, and being read to
Interpreting Texts
- Listening Comprehension
- Retell stories and determine their central message/moral/lesson
- Describe the characters, setting, and major events
- Identify words and phrases that appeal to the senses
- Explain the difference between stories and texts that give information
- Identify who is telling the story
- Use illustrations and details in a story to describe characters, settings, and events
- Compare and contrast the adventures and experiences of characters in stories
- Identify the main topic and retell key details
- Describe the connection between individuals, events, ideas, or information in a text
- Know and use text features to locate key facts or information in a text
- Distinguish between information provided by pictures and by words
- Use illustrations and details in a text to describe key details
- Identify the reasons an author uses to support points
- Identify similarities and differences between two texts on the same topic
- Participate in collaborative conversations
- Ask and answer questions about key ideas or details from written texts read aloud
- Ask and answer questions about information presented by a speaker
- Reading Comprehension
- Ask and answer questions about key details in a fiction text
- Ask and answer questions about key details in a nonfiction text
Constructing Texts
- Oral Communication
- Describe people, places, things, and events with relevant details
- Produce complete sentences when appropriate to task and situation
- Written Communication
- Write opinion pieces
- Write informative (explanatory) texts
- Write narratives (stories)
- Focus on a topic, respond to suggestions from peers, and add details to strengthen writing
- Use a variety of tools to produce and publish writing
- Create documents with legible handwriting with proper formation (left to right, top to bottom, appropriate spacing and size)
- Participate in shared research and writing
- Recall information from experiences or gather information to answer a question
- Demonstrate command of the conventions of English grammar and usage when writing and speaking
- Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing
- Add drawings or other visual displays to descriptions when appropriate
- Demonstrate command of conventions of English grammar, usage, and spelling
Mathematics
Numerical Reasoning
- Counting & Skip Counting within 120
- Read and write numerals up to 50 (Q2)
- Count and represent up to 50 objects with a written numeral (Q2)
- Count forwards and backwards by 1s and 10s from any number within 50 (Q2)
- Read and write numerals up to 99 (Q3)
- Count and represent up to 99 objects with a written numeral (Q3)
- Count forwards and backwards by 1s and 10s from any number within 99 (Q3)
- Read and write numerals up to 120 (Q4)
- Count and represent up to 120 objects with a written numeral (Q4)
- Count forwards and backwards by 1s and 10s from any number within 120 (Q4)
- Write missing numbers in a sequence within 120 (Q4)
- Represent three-digit numbers within 120 as tens and ones (Q4)
- Place Value Understanding within 100
- Count on from 10 to find totals between 11 and 19 (Q1)
- Represent a set of up to 50 objects with a two-digit number by composing tens (Q2)
- Represent a set of up to 99 objects with a two-digit number by composing tens (Q3)
- Represent, Compare & Order Numbers within 100
- Compare category totals up to 20 in graphs by using the symbols >, =, and < (Q1)
- Use the symbols >, =, and < to compare the lengths of two objects (Q3)
- Compare two-digit numbers to 99 by using the symbols >, =, and < (Q3)
- Represent & Solve Addition & Subtraction Problems within 20
- Count on to find the total number of objects in a set (Q1)
- Represent the total number of objects in a set with an addition number sentence (Q1)
- Subtract within 20 by using strategies such as counting on or back (Q1)
- Add within 20 by using strategies such as make 10 or by counting on to 10 (Q2)
- Add within 20 by decomposing a teen addend to add the ones first (Q2)
- Add within 20 by using strategies such as applying the commutative and associative properties (Q1 - Q2)
- Add within 20 with equations that have more than two addends (Q2)
- Subtract by using think addition strategies (Q2)
- Subtract within 20 by using tens and ones to take from the ones (Q2)
- Subtract within 20 by using strategies such as counting on to 10, counting back to 10, or taking from 10 (Q2)
- Recognize the relationship between subtraction and addition (Q2)
- Use the relationship between subtraction and addition to solve problems (Q2)
- Represent and solve word problems within 20 involving grades K and 1 addition and subtraction problem types (Q1)
- Represent word problems by using drawings and a number sentence (Q2)
- Represent and solve “how many more” word problems within 20 by using drawings and a number sentence (Q2)
- Represent word problems by using drawings and a number sentence and solve word problems within 20 involving three addends (Q2)
- Fluently Add & Subtract within 10
- Fluently decompose totals within 10 in more than one way (Q1)
- Add within 10 by using strategies such as creating equivalent but easier known sums (Q1 - Q2)
- Subtract within 10 by using strategies such as counting on or back (Q1 - Q2)
- Add and subtract fluently within 10 (Q1 - Q4)
- Evaluate Simple Addition & Subtraction Equations
- Determine whether addition and/or subtraction number sentences are true or false (Q1)
- Add to make groups equal (Q2)
- Subtract to make groups equal (Q2)
- Write a true number sentence (Q2)
- Find the unknown in an addition or subtraction equation (Q1 - Q2)
- Addition & Subtraction within 100
- Solve addition problems with one and two-digit whole numbers (Q3)
- Add a two-digit number and a one-digit number that have a sum within 50 (Q3)
- Explain the reasoning used when adding a two-digit number and a one-digit number (Q3 - Q4)
- Add a two-digit number and a one-digit number that have a sum within 100 (Q4)
- Add 2 two-digit numbers that have a sum within 100 (Q4)
- Add & Subtract Multiples of 10 within 100
- Mentally find 10 more or 10 less than a two-digit number (Q3)
- Add and subtract multiples of 10 within 100 (Q3)
- Add a two-digit number and a multiple of 10 that have a sum within 100 (Q3)
Patterning & Algebraic Reasoning
- Repeating, Growing, & Shrinking Patterns
- Investigate, create, and make predictions about repeating patterns that result from repeating an operation, a series of shapes, or a set of related addition/subtraction expressions (Q4)
- Identify, describe, and create growing, shrinking, and repeating patterns (Q4)
Measurement & Data Reasoning
- Linear Measurement with Non-Standard Units
- Order three objects by length by using direct comparison (Q3)
- Measure the length of an object and write the length as a whole number of units (Q3)
- Measure and compare the lengths of two objects (Q3)
- Measure the lengths of three or more objects (Q3)
- Time in Hours/Half-Hours & Elapsed Time
- Tell time to the hour and half hour on analog and digital clocks (Q3 - Q4)
- Measure elapsed time to the hour on the hour (Q3 - Q4)
- Identify the Value of Coins (Quarters, Dimes, Nickels, Pennies)
- Identify the value of pennies and dimes (Q3)
- Compare the value of pennies and dimes (Q3)
- Identify the value of quarters (Q4)
- Compare values of pennies, nickels, dimes, and quarters (Q4)
- Ask Questions, Collect, Analyze, & Interpret Data
- Write how many are in each category in a set of categorical data (Q1)
- Answer questions about a graph (Q2)
- Organize and represent data with up to three categories (Q2)
Geometric & Spatial Reasoning
- Two- & Three-Dimensional Shapes
- Identify the defining attributes of two-dimensional shapes and three-dimensional shapes (Q4)
- Draw two-dimensional shapes that have certain defining attributes (Q4)
- Compose two-dimensional and three-dimensional shapes to create a composite shape (Q4)
- Partition Circles & Rectangles into Equal Shares
- Partition circles and rectangles into 2 or 4 equal shares (Q4)
- Describe 2 or 4 equal shares by using the words halves, fourths, or quarters (Q4)
Science
Earth Science (Q1)
- Ask questions to classify objects according to those seen in the day sky, the night sky, and both
- Develop a model to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words
- Ask questions to identify and describe earth materials—soil, rocks, water, and air
- Construct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color)
- Use tools to observe and record physical attributes of soil, such as texture and color.
Physical Science (Q2 & Q3)
- Construct an explanation of how magnets are used in everyday life. (Q2)
- Plan and carry out an investigation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects (Q2)
- Use observations to construct an explanation of how light is required to make objects visible. (Q3)
Ask questions to identify and compare sources of light (Q3) - Plan and carry out an investigation of shadows by placing objects at various points from a source of light (Q3)
- Construct an explanation supported by evidence that vibrating materials can make sound and that sound can make materials vibrate (Q3)
- Design a signal that can serve as an emergency alert using light and/or sound to communicate over a distance (Q3)
Life Science (Q4)
- Develop models to identify the parts of a plant—root, stem, leaf, and flower
- Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter)
- Design a solution to ensure that a plant or animal has all of its needs met
Social Studies
Economic Understandings (Q1)
- Identify goods that people make and services that people provide for each other
- Explain that scarcity is when unlimited wants are greater than limited resources
- Describe how people are both producers and consumers
- Explain that people earn income by working and that they must make choices about how much to save and spend.
Historical Understandings (Q2 - Q4)
- Read about and describe the life of historical figures in American history
- Identify the contributions made by these figures: Thomas Jefferson (Declaration of Independence (Q2), Meriwether Lewis and William Clark with Sacagawea (exploration) (Q2), Theodore Roosevelt (National Parks and the environment) (Q3), Benjamin Franklin (inventor/author/ statesman) (Q4), George Washington Carver (science) (Q4), and Ruby Bridges (civil rights) (Q4)
- Describe how the everyday life of these historical figures is similar to and different from everyday life in the present (for example, food, clothing, homes, transportation, communication, recreation, etc.)
Geographic Understandings (Q3)
- Describe how each historical figure was influenced by his or her time and place
- American colonies (Benjamin Franklin and Thomas Jefferson)
- American frontier (Lewis & Clark and Sacagawea)
- National Parks (Theodore Roosevelt)
- Southern U.S. (George Washington Carver and Ruby Bridges)
- Identify and locate the student’s city, county, state, nation (country), and continent on a simple map or a globe
- Locate major topographical features of the Earth’s surface
- Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia
- Locate the major oceans: Arctic, Atlantic, Pacific, Southern, and Indian
- Identify and describe landforms (mountains, deserts, valleys, and coasts)
Government/Civic Understandings (Q3)
- Describe how the historical figures display positive character traits such as fairness, respect for others, respect for the environment, courage, equality, tolerance, perseverance, and commitment
- Explore the concept of patriotism through the words in the songs America (My Country ‘Tis of Thee) and America the Beautiful (for example, brotherhood, liberty, freedom, pride, etc.)
First Grade Sample Report Card
