GRADE ONE

 

English/Language Arts Standards

 

Reading

 

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

 

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

 

Concepts about Print

 

1.1  Match oral words to printed words.

Braille Standard

Match oral words to printed/brailled words.

SEACO

Standard 6 – Match oral words to printed words

·        Identify written name when expressed by another. (FPI 6.1)

·        Identify common signs/labels when expressed by another. (FPI 6.2)

·        Identify daily activities/schedule when expressed by another. (FPI 6.3)

CSB Activities

·        Identify name in print/braille. (Academic/Social)

·        Identify functional sight vocabulary words (community signs) and symbols. (Academic/O&M/Social)

·        Match large print or braille words to real or representational objects (Academic/Compensatory)

·        Follow a tactile or printed schedule from verbal prompts. (Academic/DLS/Technology)

 

1.2  Identify the title and author of a reading selection

Braille Standard

Locate and identify the title and author of the reading selection.

SEACO

Standard 3- Understand that printed/brailled materials provide information.

CSB Activities

 

1.3  Identify letters, words and sentences. 

Braille Standard

1.3 Identify letters, braille contractions, signs, words, sentences, and punctuation, as introduced in the grade one reading program.

·        Identify whole-word signs.

·        Identify lower whole-word signs.

·        Identify one-cell, whole-word, and part-word signs.

·        Identify two-cell, initial-letter signs (dot 5, dots 4-5, dots 4-5-6).

·        Identify two-cell, final-letter signs.

·        Identify one-cell, lower-part word signs.

·        Identify short-form words.

·        Identify whole-word signs when they are joined to the word that follows.

SEACO

Standard 1- Recognize and name all uppercase and lowercase letters of the alphabet

Standard 4 - Classify grade-appropriate categories of words

CSB Activities

 

Phonemic Awareness

 

1.4  Distinguish initial, medial, and final sounds in single-syllable words.

Braille Standard

Same as state content standard as written above

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters.

·        Communicate sounds of letters. (FPI 2.3)

CSB Activities

·        Identify first and last sound in name. (Academic)

·        Identify initial consonant or short-vowel sounds in common words (yes, no, mom, dad). (Academic)

·        Identify initial consonant or short-vowel sounds in color or survival words (stop, exit, women, men). (Academic/DLS)

·        Identify initial consonant or short-vowel sounds in identifying the days of the week or months of the year. (Academic/DLS)

·        Give each student a letter in print or braille. Make single syllable words with each student and their letter. Have students identify if their position is at the beginning, the middle, or the end of the word. (Academic/Social)

·        Play the game Snap! One player says two words. If the words share a sound (either first, middle, or last) the other players say “Snap!” and snap their fingers. If the two words do not share a sound the other players are quiet. Begin with first sounds and move into the other sounds as the children are ready. (Academic/Social)

 

1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).

Braille Standard

Same as state content standard as written above

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters.

·        Blend sounds to decode C-V-C words. (FPI 2.4)

Standard 5 - Read simple one-syllable and high frequency words.

·        Identify functional signs/symbols. (FPI 5.2)

·        Identify color words. (FPI 5.4)

·        Identify number words. (5.5)

CSB Activities

·        Identify simple C-V-C words in braille or print by sounding out each letter. (Academic/Braille)

·        Identify simple survival words by sounding out each letter (e.g., mom, dad, yes, no,). (Academic/Braille)

·        Have students play a game where they stand up when they hear a long vowel and put their head down when they hear a short vowel. (Academic/Social)

·        Play a game where students count how many long vowels they hear in a sentence or jingle. (Academic/Social)

 

1.6 Create and state a series of rhyming words, including consonant blends.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Form new words by rhyming. (Academic)

·        Sing songs with rhyming words. (Academic/Social/Recreation & Leisure)

·        Have students choose a word that does not rhyme out of a group of rhyming words. (Academic)

·        Play a listening game in which the children blend an onset and rhymes that you pronounce separately. Example b…at, bat. When you first play the game begin by using words that are in the same family such as: hat, fat, cat. When the children become proficient in this type of activity, change it so that you keep the onset sound and change the rhyme. (Academic/Social)

 

1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Form new words by rhyming. (Academic)

·        Sing songs with rhyming words. (Academic/Social/Recreation & Leisure)

·        Have students work in teams to make as many rhyming words as they can for a targeted sound. (Academic/Social/Recreation & Leisure)

·        Have students make up nonsense words using a target sound. (Academic)

·        Have the children sing songs that encourage language play Children enjoy sons such as “Willaby Wallaby Roo” by Raffi and “The Name Game” by various children’s artists. (Academic/Social)

 

1.8 Blend two to four phonemes into recognizable words (e.g., /k/ /a/ /t/ = cat; /f/l/a/t/ = flat).

Braille Standard

Same as state content standard as written above

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters.

·        Blend sounds to decode C-V-C words. (FPI 2.4)

·        Use common consonant blends and digraphs to decode. (FPI 2,4)

CSB Activities

·        Using braille or print sound out simple survival words (yes, no, mom, dad, dog, cat). Academic)

·        Using braille or print sound out functional words (student's name, color words, number words). (Academic)

·        Give children 3-4 letters in print or braille that make an easy word and ask them to find it by blending the sounds. (Academic)

 

1.9 Segment single-syllable words into their components (e.g., Ik//a//t// = cat; /s/ p/ /l/ /a/ /t/ = splat; /r// i/ ch/ = rich).

Braille Standard

Same as state content standard as written above

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters.

·        Blend sounds to decode C-V-C words. (FPI 2.4)

·        Use common consonant blends and digraphs to decode. (FPI 2,4)

CSB Activities

·        Using braille or print sound out simple survival words (yes, no, mom, dad, dog, cat). (Academic)

·        Using braille or print sound out functional words (student's name, color words, number words). (Academic)

·        Give students a word in print or Braille and ask them to name the letters that make up the word. (Academic)

 

Decoding and Word Recognition

 

1.10 Generate the sounds from all the letters and letter patterns including consonant blends and long- and short vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

Braille Standard

Generate the sounds from all the letters and letter patterns (corresponding braille contractions), including consonant blends and long- and short vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters

·        Communicate sounds of letters. (FPI 2.3)

·        Blend sounds to decode C-V-C syllables. (FPI 2.4)

CSB Activities

·        Sound out words used on a daily basis, (students' names, and days of the week). (Academic)

·        Sound out words from the daily lunch menu. (Academic/DLS)

·        Ask students to sound out a word and see if the teacher can guess what word it is. (Academic/Social)

·        Make letter sounds and have children name the letter and reverse, name the letter and have class make the sound. (Academic)

 

1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of)

Braille Standard

Read common, irregular sight words (e.g., the, have, said, come, give, of) in contracted and uncontracted braille.

SEACO

Standard 5 - Read simple one-syllable and high frequency words.

·        Identify name. (FPI 5.1)

·        Identify functional signs/symbols. (FPI 5.2)

·        Identify high frequency words/functional words. (FPI 5.3)

·        Identify color words. (FPI 5.4)

·        Identify number words. (FPI 5.5)

CSB Activities

·        Read basic survival signs/symbols. (Stop, Exit, Men, Women) (Academic/DLS)

·        Generate a list of common sight words in Braille or print. Have students create their own word lists or dictionaries. (Academic)

·        Practice memorizing how to recognize the common, irregular sight words. Have students create songs/rhymes to remember the sight word rules. (Academic/Social)

 

1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

Braille Standard

Use knowledge of vowel digraphs and r-controlled letter-sound associations (corresponding braille contractions) to read words.

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters.

·        Use common consonant blends and digraphs to decode. (FPI 2.6)

CSB Activities

·        Recognize blends (e.g., th, sh, ch). Have students identify functional words that use blends (thanks, shoe, cheese) (Academic/DLS)

·        Recognize digraphs (e.g., at, it, et). (Academic)

 

1.13 Read compound words and contractions.

Braille Standard

Read compound words and standard print contractions (e.g., didn’t, hasn’t, can’t, I’ve) and recognize apostrophes and hyphens in braille.

SEACO

Standard 2- Match all consonant and short-vowel sounds to appropriate letters.

·        Decode unfamiliar words for information. (FPI 2.6)

CSB Activities:

·        Read/follow direction given by survival signs, in community (Academic/DLS/O&M)

·        Match/Read/Indicate contractions to their component words. (Braille)

·        Name the two words in a compound word in print or braille. (Academic/Braille)

·        Learn how to print or braille an apostrophe and understand it stands for a missing letter. (Academic/Braille)

 

1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking)

Braille Standard

Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking) with corresponding braille contractions.

SEACO

Standard 2- Match all consonant and short-vowel sounds to appropriate letters.

·        Decode unfamiliar words for information. (FPI 2.6)

CSB Activities

·        Match/Read/Say words with a variety of endings (ing, ed, s). (Academic)

·        Play games separating root words from endings. (Academic/Social)

·        Practice adding a variety of endings to different root words. (Academic)

 

1.15 Read common word families (e.g., -ite, -ate)

Braille Standard

Read common word families (e.g., -ite, -ate), including words containing braille contractions (e.g., -and, -ast, -ed).

SEACO

Standard 2- Match all consonant and short-vowel sounds to appropriate letters.

·        Decode unfamiliar words for information. (FPI 2.6)

CSB Activities

·        Have students practice adding consonants to the beginning of different word families and see which ones make an actual word. (Academic)

·        Play a game with index cards in print or braille in which students match consonant letters to word families to make new words. (Academic/Social)

 

1.16 Read aloud with fluency in a manner that sounds like natural speech.

Braille Standard

SEACO

Standard 19 - Share information and ideas; speak audibly, in complete, coherent sentences.

·        Communicate information using 2-3 word phrases (e.g., gestures, actions, voice output device, and vocalization). (FPI 19.4)

·        Communicate information using a complete sentence (e.g., gestures, actions, voice output devices, and vocalization). (FPI 19.5)

CSB Activities

·        Retell a story using words, phrases, sentences after listening to it. (Academic/Compensatory)

·        Read, or have student read, an experience story in braille, print, or scribbling on the braille writer that the student has created. (Academic/Social)

·        Have students read one word, phrases, or sentences aloud. Practice for fluency. (Academic/Compensatory)

·        Teach students “Once upon a time” words in print or braille to begin telling a story or actually reading a story. (Academic/Social)

·        Ensure that all children have the opportunity to read out loud to someone for at least ten minutes per day. (Academic/Braille/Social)

 

Vocabulary and Concept Development

 

1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, food, toys).

Braille Standard

Same as state content standard as written above.

SEACO:  N/A

CSB Activities

·        Categorize objects (animals, food, toys) by function. (Academic/Compensatory)

·        Categorize objects (animals, food, toys) by size. (Academic/Compensatory)

·        Categorize objects (animals, food, toys) by texture or color. (Academic/Compensatory)

·        Make up fun categories of things, i.e. things in the kitchen, things in the bathroom, kinds of vehicles, etc. (Academic/DLS)

·        Have students generate a list of tools/objects they might need to complete a work task (Academic/Vocational)

 

2.0 Reading Comprehension

 

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information, from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).In grade one students begin to make progress toward this goal.

 

Structural Features of Informational Materials

 

2.1 Identify text that uses sequence or other logical order.

Braille Standard

Same as state content standard as written above, and

·        Read braille books.

·        Read braille calendars.

·        Read braille lists.

·        Read braille schedules.

·        Read braille charts.

SEACO

Standard 9 - Follow one-step written directions/Follow two-step written directions

·        Follow a simple schedule. (FPI 9.1)

·        Read and demonstrate simple action words. (FPI 9.4)

·        Follow written or pictorial recipe. (FPI 9.5)

CSB Activities

·        Have students listen/read a story, and identify what happens first, next, and last. (Academic/Compensatory)

·        Follow a pictorial/tactile/audible schedule. (DLS/Technology)

·        Follow a written/pictorial/audible recipe (DLS)

·        Read storybooks that have an anticipated refrain, such as Brown Bear, Brown Bear, and encourage students to participate in each refrain. (Academic/Social)

·        Give each student a monthly braille or print calendar, and assist them in locating the month, year, day, and placing a tactile or visual sticker on a specific date. (Academic/Braille/Visual Efficiency)

 

2.2 Respond to who, what, when, where and how questions.

Braille Standard

Same as state content standard as written above

SEACO

Standard 10 - Ask and answer essential elements about a text.

·        Answer “Wh” questions about materials read. (FPI 10.4)

CSB Activities

·        After reading or listening to a story, answer questions about its content. (Academic/Compensatory)

·        After students share experiences from home or a field trip, ask questions about the experience, and encourage classmates to do the same. (Academic/Social)

·        Emphasize the meaning of the words who, what, when, where and how. Stay with one concept for several days or a week before introducing the next concept. (Academic/Compensatory)

 

2.3 Follow one step written instructions.

Braille Standard

Follow one step brailled instructions.

SEACO

Standard 8 - Follow on-step written instructions.

·        Follow schedules. (FPI 8.2)

·        Read and demonstrate single action words. (FPI 8.4)

CSB Activities

·        Read/Listen and perform tasks listed on written work charts/contracts. (Academic/DLS/Vocational)

·        Read/Listen and select activity from written list of activities.

·        Read/follow direction given by survival sign, in school (stop sign). (Academic/Compensatory/O&M)

·        Read and understand pictures/printed signs/ tactile schedule/tactile maps (Academic/Braille/O&M)

·        Play a game where students are given a simple one-step direction and have them read and follow it. The direction can be silly or funny. (Academic/Social)

·        Show students a sign in print or braille of a one-step direction and have them read and follow it, i.e. “Recess Time”. (Academic)

 

2.4 Use context to resolve ambiguities about word and sentence meanings.

Braille Standard

Same as state content standard as written above

SEACO

Standard 22/23 – Ask questions for clarification and understanding.

·        Ask simple questions using gestures, action, voice output devices, and vocalizations.(FP 22.2)

·        Respond to question about events or experiences. (FP 23/3)               

CSB Activities

·        Ask questions to improve understanding of word meanings. (Academic)

·        Restate facts and details in a story or on a news program to clarify and organize ideas. (Academic)

·        After reading a story, clarify word meanings or experiences that have visual context and require clarification. (Academic/Compensatory/Social)

·        Use story bags with real objects to define word or contextual meaning of story events.(Academic/Compensatory)

·        Take field trips to places in a story that students may have never been or seen. (Academic/Compensatory/Social/O&M)

 

2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words)

Braille Standard

Same as state content standard as written above

SEACO

Standard 11 Identify the main events of the plot, their causes and the influence of each event on future events.

·        Predict what happens next when given a short story or social situation. (FPI 11.2)

CSB Activities

·        Predict endings for stories based on knowledge of plot, characters and setting, or personal experience. (Academic/Social)

·        Predict what will happen next after an event or activity at school or home, (e.g., after lunch we go to_______ ) (Academic/Social)

·        Teach students that “signpost words” are words that alert you to something important coming up. Look for those words together in a story. Some examples are: first, second, because, therefore, etc. (Academic)

·        Ask students to tell a story and purposefully use a signpost word. Can the other students guess the word? (Academic/Social)

·        Provide students with typical scenarios they have heard or read about in stories, and aks the students to problem solve a solution or provide a new ending for the story. (Academic/Social)

 

2.6 Relate prior knowledge to textual information.

Braille Standard

Relate prior knowledge to textual information.

SEACO

Standard 13 - Locate information by using a variety of consumer, workplace and public documents.

·        Identify common signs and labels. (FPI 13.1)

CSB Activities

·        Identify events or experiences in students' lives that can be related to stories read or listened to in class (e.g., going to the dentist, having a new brother or sister). (Academic/Social)

·        Read/Identify and understand pictures/printed/tactile signs/schedule/maps. (Academic/O&M/Technology)

·        Read stories about the different cultures of the students in the class. Discuss how different cultures celebrate holidays, eat different food, etc. (Social/DLS)

·        Look for books about blind children or others with disabilities so that children realize they are not alone in their experience. (Academic/Social)

 

2.7 Retell the central ideas of simple expository or narrative passages.

Braille Standard

Same as state content standard as written above

SEACO

Standard 10 - Ask and answer questions about the essential elements of a text.

·        Recall events/story. (FPI 10.3)

CSB Activities

·        Retell the central idea(s) after listening to or reading a story or oral presentation. (Academic/Compensatory)

·        Have students retell the lunch menu for the day. (Academic/DLS)

·        Have students retell the story from circle or library story hour. (Academic/Social)

 

3.0 Literary Response and Analysis

 

Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

 

Narrative Analysis of Grade-Level-Appropriate Text

 

3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.

Braille Standard

Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.

SEACO

Standard 10 - Ask and answer questions about essential elements of a text.

·        Identify a basic element of text. (FPI 10.1)

·        Respond to simple questions about text. (FPI 10.2)

·        Recall events/story. (FPI 10.3)

CSB Activities

·        After reading/listening to a story, have students describe what the story is about. (Academic/Compensatory)

·        After reading/listening to a story, ask students to name and describe the characters. (Academic)

·        After reading/listening to a story, ask students to identify what happened first, next, and last. (Academic)

·        Practice using the terms plot, setting, and characters in relation to stories.

·        Name the plot, setting, and characters of different school activities. (Social/O&M)

·        Have students give brief book reports naming the plot, setting and characters of favorite books. (Academic/Social)

·        Provide many ways for children to reread books through shared reading, buddy reading and small group reading. Academic/Social)

 

 

3.2 Describe the roles of authors and illustrators and their contributions to print materials.

Braille Standard

Describe the role of authors and illustrators and their contributions to print and braille materials.

SEACO: N/A

CSB Activities

·        Define and discuss the role of an author of a book/poem/article. (Academic/Vocational)

·        Define and discuss the role of an illustrator of a book or piece of text.(Academic/Vocational)

·        Describe how raised-line drawings are made and why. (Technology)

·        Use artwork the students create to illustrate class experience stories. (Social/Recreation & Leisure)

 

3.3 Recollect, talk, and write about books read during the school year.

Braille Standard

Same as state content standard as written above

SEACO

Standard 10 - Ask and answer questions about essential elements of a text.

·        Recall events/story. (FPI 10.3)

CSB Activities

·        At the end of the school year, have students select and present oral/written book reports on texts read throughout the school year.

·        Recall/Name books read throughout the school year. (Academic/Compensatory/Braille/Social)

·        Have students determine their favorite book and communicat why they liked the book. (Academic/Social)

 

4.0   Mechanics of Braille Reading

 

Students use both hands, together and independently, to read Braille.

 

Use of Hands

4.1     Use each hand independently during reading.

·        Track evenly (finish line) with right hand while positioning with the left hand.

·        Find the next line with the left hand.

·        Have the hands meet near the middle of the next line, and then separate them to repeat the process.

 

Writing

 

1.0 Writing Strategies

 

Students compose clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

 

Organization and Focus

 

1.1 Select a focus when writing.

Braille Standard

Same as state content stand as written above

SEACO: N/A

CSB Activities

·        Write a topic sentence with/without model. (Academic)

·        Write a group story about an experience or event that happened in school. (Academic/Social)

·        While scribbling on the braille writer, have a student tell a story with a specific topic. (Academic)

·        Give student opportunities to write about school activities, jobs on campus, or activities in the classroom. (Academic)

·        Write stories based upon the Global Experiences /concept (Koenig & Farrenkoph 1997). (Academic/Compensatory)

 

1.2 Use descriptive words when writing.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 20 - Describe people, places, things, locations and actions (both orally and via writing).

·        Describe a person, place, or thing using two or more descriptors. (FPI 20.4)

·        Share descriptive information about locations and actions. (FPI 20.5)

CSB Activities

·        After a nature walk or play experience, students describe an object or activity from the experience. Braille or write responses for the students. (Academic/Social)

·        After snack time or lunch, students describe the food they ate (e.g. hot/cold, crunchy/smooth, spicy). Braille or write responses for the students. (Academic/Compensatory/Social)

·        Play a class game where students grab an object out of a bag, and then describe it verbally, and in writing with or without assistance. (Academic/Social/Compensatory)

 

Penmanship/Braille Writing

 

1.3 Print legibly and space letters, words, and sentences appropriately.

 

·        Sitting erect, use correct posture and body position in relation to the braillewriter.

·        Place fingers appropriately on the braillewriter and apply sufficient pressure.

·        Use the braillewriter with a consistent rhythm.

SEACO

Standard 15 - Print legibly and space letters, words and sentences appropriately

·        Produce name. (FPI 15.1)

·        Produce simple words (e.g. for shopping list) (FPI 15.2)

CSB Activities

·        Hold writing tool properly. (Academic)

·        Form basic strokes (lines and circles) using markers, crayons, chalk, and pencils. (Academic)

·        Form strokes in a left to right pattern. (Academic)

·        Write first letter of name. (Academic/DLS)

·        Use bold line paper and standard penmanship curriculum to teach letter formation. (Academic)

·        Encourage students to write their name in Braille or print when turning in assignments. (Academic/Vocational)

 

1.4 Braille numbers in literary form.

·        Uses number sign and letters a through j (1 through 0)

 

2.0 Writing Applications (Genres and Their Characteristics)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English, the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

 

Using the writing strategies of grade one outlined in Writing Standard 1.0, students:

 

Braille Standard

Students compose compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English, appropriate braille contractions, and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

 

Using the writing strategies of grade one outlined in Writing Standard 1.0, students:

 

2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.

Braille Standard

Same as state content standard as written above

SEACO

Standard 14 - Write by moving from left to right and from top to bottom.

·        Hold writing implement (FPI 14.2)

·        Make marks on paper. (FPI 14.3)

·        Link symbols in a meaningful sequence. (FPI 14.6)

CSB Activities

·        Create a story as a class from an experience or event. Braille or print the story for students. (Academic/Social)

·        Create a book about the student in braille or print. Write a simple sentence of each page. Explain that a sentence has two parts. (Academic)

·        Have students play a game where they distinguish between complete and incomplete sentences. (Academic/Social)

·        Provide opportunities and teacher support for students to write many kinds of text for different purposes, such as lists, poems, stories, letters, and reports. (Academic)

 

2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.

Braille Standard

Same as state content standard as written above

SEACO

Standard 14 - Write by moving from left to right and from top to bottom.

·        Hold writing implement (FPI 14.2)

·        Make marks on paper. (FPI 14.3)

·        Link symbols in a meaningful sequence. (FPI 14.6)

CSB Activities

·        Create a story as a class from an experience, event, favorite object or toys, or pet. Braille or print the story for students. (Academic/Social)

·        Create a book about the students' favorite person (e.g. mom or dad, sibling, or pet) in braille or print. Write a simple sentence on each page. Explain that a sentence has two parts. (Academic)

·        Provide opportunities for students to scribble, write, or braille about an experience or object. (Academic/Braille)

·        Have students write an experience story concentrating on one sense at a time, i.e. take a nature walk and concentrate on what is heard, or what is felt at a petting zoo. (Academic/Compensatory)

·        After a classroom experience or field, Have students verbally provide adjectives to describe the experience. Then, have students write three favorite adjectives that describe the experience. (Academic)

 

Written and Oral English Language Conventions

 

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

 


1.0 Written and Oral English Language Conventions

 

Students write and speak with a command of standard English conventions appropriate to this grade level.

 

Sentence Structure

 

1.1  Write and speak in complete, coherent sentences.

Braille Standard

Same as state content standard as written above

SEACO: 

·        Produce 2 to 3 word phrases (address, directions, need or wants) (FPI 15.4)

·        Utilize keyboard/device for writing functions. (FPI 16.5)

·        Link symbols in a meaningful sequence(e.g. pictures, letters, words) (FPI 14.6)

·        Describe people, places, objects, and actions. (Standard 20)

CSB Activities

·        Using the student's voice, augmentative communication device, or by writing or Brailling, ask student to share home experiences or events. (Academic/Social)

·        During morning meeting or circle time, students share school events, or a favorite toy or object using voice, communication device, gesture and pictures, or through a written/Brailled format. (Academic/Social)

·        Have children ask their own questions about stories and respond to classmates’ questions. (Academic/Social)

 

1.2  Identify and correctly use singular and plural nouns.

Braille Standard

Same as state content standard as written above

SEACO

Standard 19 - Share information and ideas, speaking audibly, in complete, coherent sentences.

·        Communicate information using single words (e.g. gestures, voice output device, or vocalizations). (FPI 19.3)

·        Communicate information using 2- to 3-words phrases (e.g. gestures, actions, voice output devices, or vocalizations). (FPI 19.4)

·        Communicate information using a complete sentence (e.g. gestures, actions, voice output devices, or vocalizations). (FPI 19.5)

CSB Activities

·        Using familiar functional nouns, ask students to provide the plural of a word (e.g., penny, pennies; hot dog, hot dogs) (Academic)

·        Play games with children to identify what is singular and what is plural in groups of toys, foods, people, etc. (Academic/Social)

 

1.3 Identify and correctly use contractions (e.g., isn’t, aren’t, can’t, won’t) and singular possessive pronouns (e.g., my/mine, his/her, hers, yours) in writing and speaking.

Braille Standard

Identify and correctly use standard print contractions (e.g., isn’t, aren’t, can’t, won’t) and singular possessive pronouns (e.g., my/mine, his/her, hers, yours) in writing and speaking.

SEACO

Standard 19 - Share information and ideas, speaking audibly, in complete, coherent sentences.

·        Communicate information using a complete sentence (e.g. gestures, actions, voice output devices, or vocalizations). (FPI 19.5)

CSB Activities

·        Use pronouns correctly is conversations with others(me/I/you; he/she/it/they; him/her/them) (Academic/Social)

·        Use possessives correctly in conversations and class discussions (my/mine/his/your). (Academic/Social)

·        Use contractions (I’ll, we’ll, won’t, etc.) when writing, and understand that that contractions are abbreviated words When necessary work to extinguish echolalic speech which often says “you” when the child actually means “I”. (Academic/Social)

·        Have child put hand on own chest to reinforce the concept of “I” and being a separate person. (Compensatory)

·        Have children easily answer the question “What is your name?” with My name is…” (Compensatory)

 

Punctuation

 

1.4 Distinguish between declarative, exclamatory, and interrogative sentences.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

·        Understands that a sentence begins with a capital letter and ends with a punctuation mark. (Academic)

·        Understands that a person's name or other names (days of the week, months of the year, holidays) begin with a capital letter.

·        Recognizes a sentence. (Academic)

·        Recognizes a question. (Academic)

·        Distinguishes between a sentence, and a question. (Academic)

·        Help children understand the associated emotions that can go with exclamations, such as surprise, fear, anger, joy. (Social)

 

1.5  Use a period, exclamation point, or question mark at the end of sentences.

Braille Standard

Use a period, exclamation point, or question mark at the end of sentences.

SEACO: N/A

CSB Activities

·        Distinguish between a sentence, a question, and an exclamation. (Academic)

·        Identify when to use a period, a question mark, or an exclamation point. (Academic)

·        Listen to a story on tape. Have the student distinguish if the speaker is reading a sentence, a question, or making an exclamation. (Academic/Social)

·        Have the students practice asking questions of other students, or verbally express exclamations. (Academic/Social)

·        Have children practice writing a period, question mark, and exclamation point in print or braille. (Academic/Braille)

 

1.6  Use knowledge of the basic rules of punctuation and capitalization

when writing.

Braille Standard

Same as state content standard as written above

SEACO

Standard 15 - Print legibly and space letters, words, and sentences appropriately.

CSB Activities

·        Using the braillewriter or a braillenote, use the appropriate punctuation mark for sentences, questions, and exclamations. (Academic)

·        Give children sentences without punctuation and have them fill in the missing capital letter and ending mark. (Academic)

 

Capitalization

 

1.7  Capitalize the first word of a sentence, names of people, and the pronoun I.

Braille Standard

Capitalize the first word of a sentence, names of people, and the pronoun I.

SEACO

Standard 15 - Print legibly and space letters, words, and sentences appropriately.

CSB Activities

·        Capitalize the first letter in the first word of a sentence, question, or exclamation. (Academic)

·        Capitalizes the first letter of student's name and other proper nouns (e.g. days of week, months of the year, holidays). (Academic)

·        Write a letter to someone special as a class and discuss which words should have capital letters.

 

Spelling

 

1.8  Spell three and four letter short vowel words and grade level appropriate sight words correctly.

Braille Standard

Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly, writing the words using contracted and uncontracted braille.

SEACO

Standard 15 - Print legibly and space letters, words, and sentences appropriately.

·        Produce simple words (e.g. shopping list). (FPI 15.2)

CSB Activities

·        Identify letters of the alphabet in print and/or in braille. (Academic)

·        Spell first name. (Academic)

·        Spell last name. (Academic)

·        Spell simple rhyming words. (Academic)

·        Use grade level spelling lists and sight words.

 

Listening and Speaking

 

1.0 Listening and Speaking Strategies

 

Students listen critically and respond appropriately to oral communication and recorded materials. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

 

Comprehension

 

1.1       Listen attentively.

Braille Standard

Listen attentively.

SEACO

Standard 18 - Listen attentively.

·        Responds to voice by stopping activity or going to source of sound. (FPI 18.1)

·        Attend to speaker for duration of activity. (FPI 18.2)

CSB Activities

·        Listen and attend to teacher or classroom assistant. (Listening)

·        Follow one step direction. (Listening)

·        Follow two step directions. (Listening)

·        Follow multi-step directions. (Listening)

·        Listens to a story without interrupting or being distracted. (Listening/Social)

 

1.2       Ask questions for clarification and understanding.

Braille Standard

Ask questions for clarification and understanding.

SEACO

Standard 22 - Ask questions for clarification and understanding

·        Ask simple questions using gestures, actions, voice output device, or vocalization. (FPI 22.2)

·        Ask "Wh" questions for clarification using gestures, actions, voice output device, or vocalization. (FPI 22.3)

CSB Activities

·        Attend/respond to conversation (Listening/Social)

·        Initiate conversation (Social/Speaking)

·        Have children ask their own questions about stories and respond to classmates stories. (Social/LListening/Speaking)

·        Guide discussions that help children summarize, relate texts to their lives, and develop a deeper understanding of characters. (Compensatory/Social)

 

1.3       Give, restate, and follow simple two-step directions.

Braille Standard

Give, restate, and follow simple two-step directions.

SEACO

Standard 17 - Understand and follow one- and two-step directions.

·        Orient in the direction of the speaker. (FPI 17.1)

·        Follow simple directions. (FPI 17.2)

·        Perform actions to comply with 1- or 2-step directions. (FPI 17.3)

CSB Activities

·        Listen and attend to teacher. (Listening)

·        Follow one step direction. (Listening)

·        Follow two step directions. (Listening)

·        Play “Simon Says” and allow children to be Simon. (Speaking/Social)

 

Organization and Delivery of Oral Communication

 

1.3 Stay on the topic when speaking.

Braille Standard

Stay on the topic when speaking.

SEACO

Standard 19 - Share information and ideas, speaking in complete, coherent sentences.

·        Communicate wants/needs using gestures, actions, voice output devices, or vocalization. (FPI 19.1)

·        Communicate choices using gestures, actions, voice output devices, or vocalization. (FPI 19.2)

·        Communicate information using single words (e.g. gestures, actions, voice output devices, vocalization). (FPI 19.3)

·        Communicate information using 2- to 3-word phrases (e.g. gestures, actions, voice output devices, vocalization). (FPI 19.4)

·        Communicate information using a complete sentence using gestures, actions, voice output devices. (FPI 19.5)

CSB Activities

·        Student shares an experience from home or school using gestures, actions, voice output devices, or speech. (Compensatory)

·         Describe a favorite toy or object by only talking about the toy or object. (Speaking)

·        Children tell experience stories of field trips or outings with their class. (O&M/R&L)

 

1.4  Use descriptive words when speaking about people, places, things, and events.

Braille Standard

Use descriptive words when speaking about people, places, things, and events.

SEACO

Standard 20 - Describe people, places, things, locations, and actions.

·        Identify differences in objects (e.g. size, color, shape). (FPI 20.1)

·        Identify characteristics of a person, place, thing, location, or action. (FPI 20.2)

·        Describe objects by size/ and/or color. (FPI 20.3)

·        Describe a person, place, or thing by using two or more descriptors. (FPI 20.4)

CSB Activities

·        During morning meeting or circle time, students describe objects, persons, places, or things by using descriptor words (soft/hard, hot/cold, big/little) (Compensatory)

·        Students describe themselves using descriptor words. (Social)

·        Begin building a vocabulary of descriptive words. Make lists from which students can choose to describe people, places, things, and locations. (Academic)

 

2.0 Speaking Applications (Genres and Their Characteristics)

 

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

 

Using the speaking strategies of grade one outlined in Listening and Speaking Standard 1.0, students:

 

2.1 Recite poems, rhymes, songs, and stories.

Braille Standard

Recite poems, rhymes, songs, and stories.

SEACO: N/A

CSB Activities

·        Recite poems, rhymes, songs, and stories. (Speaking)

·        In music class learn to sing a variety rhymes and songs. (R&L)

·        Use circle time and thematic units to recite poems, rhymes and songs. (Social)

 

2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

Braille Standard

Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

SEACO

 Standard 10 - Ask and answer questions about essential elements of a text.

·        Respond to simple questions about text. (FPI 10.2)

·        Recall events/story. (FPI 10.3)

·        Answer "Wh" questions about materials read. (FPI 10.4)

CSB Activities

·        Retell a story read by an adult or heard on tape. (Speaking)

·        Answer "Wh" questions about a story to develop its sequence. (Academic)

·        Sing songs that have a story line. (R&L)

·        Perform little plays that tell a story. (Speaking/R&L)

·        Use a tape player to record an audio diary of what events happened at school today. (Compensatory)

 

2.3 Relate an important life event or personal experience in a simple sequence.

Braille Standard

Relate an important life event or personal experience in a simple sequence.

SEACO

 Standard 23 - Recount experiences in a logical sequence.

·        Sequence events by responding to cues (environmental or directions). (FPI 23.1)

·        Respond to questions about or experiences. (FPI 23.3)

CSB Activities

·        During a class meeting, describe the sequence of events of an important life experience at home or at school (e.g. student's birthday, new baby in the family, new pet at home). (Academic/Social)

·        Ask children what happened in their day that was important to them and why. Ask them to tell you about it. (Social/Speaking)

·        Model telling children about an important event in your life and why. (Social/Listening)

 

2.4 Provide descriptions with careful attention to sensory detail.

Braille Standard

Provide descriptions with careful attention to sensory detail.

SEACO

Standard 20 - Describe people, places, things, locations, and actions.

·        Describe a person, place or thing using two or more descriptors. (FPI 20.4)

·        Share descriptive information about locations and actions. (FPI 20.5)

CSB Activities

·        Provide descriptions of familiar experiences or events with careful attention to sensory detail. (Academic)

·        Ask students to describe a food item by taste or smell. (Compensatory)

·        Ask students to describe objects by texture, color, or shape. (Academic)

·        Build a rich, sensory vocabulary with students. Play games of who can use the most descriptive word to talk about an event or person. (Social/Compensatory)

·        Be certain that descriptive words have a meaning for students. Use descriptive words that relate to their ability and experience to understand. (Compensatory)

 

 

ACSA Selected Standards for First Grade

 

Reading

Word Analysis, Fluency, Voc. Dev.

            1.1.3

Phonemic Awareness

            1.1.4

            1.1.5

            1.1.6

            1/1/8

            1.1.9                          

Decoding and Word Recognition

            1.1.10

            1.1.11

            1.1.16

Vocabulary and Concept Development

            1.17

Reading comprehension

            1.2.2

            1.2.7

Writing

Writing Strategies

            1.1.3

Written and Oral English language Conventions

Sentence Structure  

            1.1.1

Punctuation

            1.1.5

            1.1.6

Capitalization

            1.1.7

Spelling

            1.1.8