Parents’ Guide

Bath Local Schools

First Grade

Ohio Academic Content

Standards

Grade Level Indicator

Checklists

Acknowledgements:

Robert Fogler, Superintendent

Arline Mase, Assistant Superintendent

John Evanosky, Conotton Valley Curriculum Coordinator

Deb Haglock, Strasburg Curriculum Coordinator

Janis Hunter, Indian Valley Curriculum Coordinator

Elaine Karp, Garaway Curriculum Coordinator

Jeff Raynor, Tuscarawas Valley Curriculum Coordinator

Jerry Rippeth, Brown Local Curriculum Coordinator

Karen Jenkins, Special Projects

Vikki Horrisberger, Layout and Design

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as may be expressly permitted in writing.

Curriculum Department

834 East High Avenue

New Philadelphia, Ohio 44663

Phone: 330.308.9939

Fax: 330.308.0964

www.tchesc.k12.oh.us

Dear Parents and Guardians,

Have you ever wondered if your child is learning what he or she needs to know?

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Phonemic Awareness, Word Recognition and Fluency

Indicator

1. Identify and distinguish between letters, words and sentences.

2. Identify and say the beginning and ending sounds in words.

3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.

4. Decode by using letter-sound matches.

5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.

6. Blend two to four phonemes (sounds) into words.

7. Add, delete or change sounds in a given word to create new or rhyming words.

8. Demonstrate a growing stock of sight words.

9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes.

10. Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning.

Acquisition of Vocabulary

Indicator

1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.

2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).

3. Classify words into categories (e.g., colors, fruits, vegetables).

4. Recognize common sight words.

5. Recognize that words can sound alike but have different meanings (e.g., homophones such as hair and hare).

6. Predict the meaning of compound words using knowledge of individual words (e.g., daydream, raindrop).

7. Recognize contractions (e.g., isn’t, aren’t, can’t, won’t) and common abbreviations (e.g., Jan., Feb.).

8. Read root words and their inflectional endings (e.g., walk, walked, walking).

9. Determine the meaning of unknown words using a beginner’s dictionary.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Indicator

1. Describe the role of authors and illustrators.

2. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).

3. Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions.

4. Make predictions while reading and support predictions with information from the text or prior experience.

5. Compare information (e.g., recognize similarities) in texts with prior knowledge and experience.

6. Recall the important ideas in fictional and non-fictional texts.

English Language Arts

7. Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension.

8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

9. Monitor comprehension of independently- or group-read texts by asking and answering questions.

10. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

11. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text

Indicator

1. Use title page, photographs, captions and illustrations (text features) to develop comprehension of informational texts.

2. Identify the sequence of events in informational text.

3. Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how).

4. Identify central ideas and supporting details of informational text with teacher assistance.

5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction.

6. Follow multiple-step directions.

Reading Applications: Literary Text

Indicator

1. Provide own interpretation of story, using information from the text.

2. Identify characters, setting and events in a story.

3. Retell the beginning, middle and ending of a story, including its important events.

4. Identify differences between stories, poems and plays.

5. Recognize predictable patterns in stories and poems.

Writing Processes

Indicator

1. Generate writing ideas through discussions with others.

2. Develop a main idea for writing.

3. Determine purpose and audience.

4. Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing.

5. Organize writing to include a beginning, middle and end.

6. Construct complete sentences with subjects and verbs.

7. Mimic language from literature when appropriate.

8. Use available technology to compose text.

9. Reread own writing for clarity.

10. Add descriptive words and details.

Indicators continued on next page

English Language Arts

11. Use resources (e.g., a word wall, beginner’s dictionary, word bank) to select effective vocabulary.

12. Proofread writing to improve conventions (e.g., grammar, spelling, punctuation and capitalization).

13. Apply tools (e.g., rubric, checklist, feedback) to judge the quality of writing.

14. Rewrite and illustrate writing samples for display and for sharing with others.

Writing Applications

Indicator

1. Write simple stories with a beginning, middle and end that include descriptive words and details.

2. Write responses to stories that include simple judgments about the text.

3. Write friendly letters or invitations that follow a simple letter format.

4. Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

Writing Conventions

Indicator

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

2. Spell words correctly with regular short vowel patterns and most common long vowel words (e.g., time, name).

3. Spell high-frequency words correctly.

4. Create phonetically-spelled written work that can usually be read by the writer and others.

5. Spell unfamiliar words using strategies such as segmenting, sounding out and matching familiar words and word parts.

6. Use end punctuation correctly, including question marks, exclamation points and periods.

7. Use correct capitalization (e.g., the first word in a sentence, names and the pronoun I).

8. Use nouns, verbs and adjectives (descriptive words).

Research

Indicator

1. Discuss ideas for investigation about a topic or area of personal interest.

2. Utilize appropriate searching techniques to gather information, with teacher assistance, from a variety of locations (e.g., classroom, school library, public library or community resources).

3. Use books or observations to gather information to explain a topic or unit of study with teacher assistance.

4. Recall important information about a topic with teacher assistance.

5. Report information to others.

Communication: Oral and Visual

Indicator

1. Use active listening skills, such as making eye contact or asking questions.

2. Compare what is heard with prior knowledge and experience.

3. Follow simple oral directions.

4. Speak clearly and understandably.

English Language Arts

5. Deliver brief informational presentations that:

a. demonstrate an understanding of the topic;

b. include and sort relevant information and details to develop topic;

c. organize information with a clear beginning and ending; and

d. express opinions.

6. Deliver brief informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

7. Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and stories).

Mathematics

Number, Number Sense and Operations

Indicator

1. Use ordinal numbers to order objects; e.g., first, second, third.

2. Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by “10 blocks,” full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother’s age.

3. Read and write the numerals for numbers to 100.

4. Count forward to 100, count backwards from 100, and count forward or backward starting at any number between 1 and 100.

5. Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example:

a. develop a system to group and count by twos, fives and tens;

b. identify patterns and groupings in a 100's chart and relate to place value concepts; and

c. recognize the first digit of a two-digit number as the most important to indicate size of a number and the nearness to 10 or 100.

6. Identify and state the value of a penny, nickel, dime, quarter and dollar.

7. Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes and quarters.

8. Show different combinations of coins that have the same value.

9. Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects.

10. Model, represent and explain addition as combining sets (part + part = whole) and counting on. For example:

a. model and explain addition using physical materials in contextual situations;

b. draw pictures to model addition;

c. write number sentences to represent addition; and

d. explain that adding two whole numbers yields a larger whole number.

11. Model, represent and explain subtraction as take-away and comparison. For example:

a. model and explain subtraction using physical materials in contextual situations;

b. draw pictures to model subtraction;

c. write number sentences to represent subtraction; and

d. explain that subtraction of whole numbers yields an answer smaller than the original number.

12. Use conventional symbols to represent the operations of addition and subtraction.

13. Model and represent multiplication as repeated addition and rectangular arrays in contextual situations; e.g., four people will be at my party and if I want to give 3 balloons to each person, how many balloons will I need to buy?

14. Model and represent division as sharing equally in contextual situations; e.g., sharing cookies.

15. Demonstrate that equal means “the same as” using visual representations.

Mathematics

16. Develop strategies for basic addition facts, such as:

a. counting all;

b. counting on;

c. one more, two more;

d. doubles;

e. doubles plus or minus one;

f. make ten;

g. using tens frames; and

h. identity property (adding zero).

17. Develop strategies for basic subtraction facts, such as:

a. relating to addition (for example, think of 7 - 3 = ? as “3 plus ? equals 7”);

b. one less, two less;

c. all but one (for example, 8 - 7, 5 - 4);

d. using tens frames; and

e. missing addends.

Measurement

Indicator

1. Recognize and explain the need for fixed units and tools for measuring length and weight; e.g., rulers and balance scales.

2. Tell time to the hour and half hour on digital and analog (dial) timepieces.

3. Order a sequence of events with respect to time; e.g., summer, fall, winter and spring; morning, afternoon and night.

4. Estimate and measure weight using non-standard units; e.g., blocks of uniform size.

5. Estimate and measure lengths using non-standard and standard units; i.e., centimeters, inches and feet.

Geometry and Spatial Sense

Indicator

1. Identify, compare and sort two-dimensional shapes; i.e., square, circle, ellipse, triangle, rectangle, rhombus, trapezoid, parallelogram, pentagon and hexagon. For example:

a. recognize and identify triangles and rhombuses independent of position, shape or size; and

b. describe two-dimensional shapes using attributes such as number of sides and number of vertices (corners or angles).

2. Create new shapes by combining or cutting apart existing shapes.

3. Identify the shapes of the faces of three-dimensional objects.

4. Extend the use of location words to include distance (near, far, close to) and directional words (left, right).

5. Copy figures and draw simple two-dimensional shapes from memory.

Mathematics

Patterns, Functions and Algebra

Indicator

1. Sort, classify and order objects by two or more attributes, such as color and shape, and explain how objects were sorted.

2. Extend sequences of sounds, shapes or simple number patterns, and create and record similar patterns. For example:

a. analyze and describe patterns with multiple attributes using numbers and shapes; e.g., AA, B, aa, b, AA, B, aa, b,…; and

b. continue repeating and growing patterns with materials, pictures and geometric items; e.g., XO, XOO, XOOO, XOOOO.

3. Describe orally the basic unit or general plan of a repeating or growing pattern.

COMMENTS

Social Studies

History

Indicator

1. Recite the months of the year.

2. Place events from one’s own life in chronological order.

3. Distinguish among past, present and future.

4. Raise questions about how families lived in the past and use photographs, letters, artifacts and books to clarify what is known and what is unknown.

5. Compare past and present, near and far, with emphasis on daily life including:

a. the roles of men, women and children;

b. the identification of basic human needs; and

c. various ways people meet human needs.

6. Relate stories of the heroism and the achievements of the people associated with state and federal holidays.

People in Societies

Indicator

1. Describe similarities and differences in the ways different cultures meet common human needs including:

a. food;

b. clothing;

c. shelter;

d. language; and

e. artistic expressions.

2. Identify cultural practices of a culture on each continent through the study of the folktales, music and art created by people living in that culture.

3. Describe family and local community customs and traditions.

4. Describe life in other countries with emphasis on daily life, including roles of men, women and children.

Geography

Indicator

1. Identify and correctly use terms related to location, direction and distance including:

a. left/right; and

b. near/far.

2. Construct simple maps and models using symbols to represent familiar places (e.g., classroom, school or neighborhood).

3. Identify and use symbols to locate places of significance on maps and globes.

4. Locate the local community, state and the United States on maps or globes.

5. Identify and describe the physical features (lake, river, hill, mountain, forest) and human features (town, city, farm, park, playground, house, traffic signs/signals) of places in the community.

6. Compare areas within the local community to identify similarities.

Indicators continued on next page

Social Studies

7. Describe human adaptations to variations in the physical environment including:

a. food;

b. clothing;

c. shelter;

d. transportation; and

e. recreation.

Economics

Indicator

1. Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices.

2. Describe the ways people produce, consume and exchange goods and services in their community.

3. Explain ways that people may obtain goods and services that they do not produce including the use of money and barter.

Government

Indicator

1. Recognize the role of authority figures in providing for the safety and security of individuals.

2. Explain how voting can be used to make group decisions.

3. Recognize symbols of the United States that represent its democracy and values including:

a. the bald eagle;

b. the White House;

c. the Statue of Liberty; and

d. the national anthem.

4. Recognize the need for rules in different settings and the need for fairness in such rules.

5. Discuss the consequences of violating rules.

Citizenship Rights and Responsibilities

Indicator

1. Demonstrate the importance of fair play, good sportsmanship, respect for the rights and opinions of others and the idea of treating others the way you want to be treated.

2. Demonstrate self-direction in school tasks.

3. Demonstrate accountability for actions.

4. Demonstrate pride in personal accomplishments.

5. Demonstrate citizenship traits including:

a. trustworthiness;

b. fairness;

c. self-control; and

d. respect for those in authority.

Social Studies

Social Studies Skills and Methods

Indicator

1. Obtain information about a topic using a variety of oral and visual sources.

2. Sequence information.

3. Determine categories for sorting information.

4. Identify main ideas from oral, visual and print sources.

5. Communicate information orally or visually.

6. Display courtesy and respect for others in group settings including:

a. staying on the topic; and

b. focusing attention on the speaker.

COMMENTS

Science

Earth and Space Sciences

Indicator

1. Identify that resources are things that we get from the living (e.g., forests) and nonliving (e.g., minerals, water) environment and that resources are necessary to meet the needs and wants of a population.

2. Explain that the supply of many resources is limited but the supply can be extended through careful use, decreased use, reusing and/or recycling.

3. Explain that all organisms cause changes in the environment where they live; the changes can be very noticeable or slightly noticeable, fast or slow. (e.g., spread of grass cover slowing soil erosion, tree roots slowly breaking sidewalks).

Life Sciences

Indicator

1. Explore that organisms, including people, have basic needs which include air, water, food, living space and shelter.

2. Explain that food comes from sources other than grocery stores (e.g., farm crops, farm animals, oceans, lakes and forests).

3. Explore that humans and other animals have body parts that help to seek, find and take in food when they are hungry (e.g., sharp teeth, flat teeth, good nose, sharp vision).

4. Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting.

5. Recognize that seasonal changes can influence the health, survival or activities of organisms.

Physical Sciences

Indicator

1. Classify objects according to the materials they are made of and their physical properties.

2. Investigate that water can change from liquid to solid or solid to liquid.

3. Explore and observe that things can be done to materials to change their properties (e.g., heating, freezing, mixing, cutting, wetting, dissolving, bending, exposing to light).

4. Explore changes that greatly change the properties of an object (e.g., burning paper) and changes that leave the properties largely unchanged (e.g., tearing paper).

5. Explore the effects some objects have on others even when the two objects might not touch (e.g., magnets).

6. Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop.

7. Explore how energy makes things work (e.g., batteries in a toy, electricity turning fan blades).

8. Recognize that the Sun is an energy source that warms the land, air and water.

9. Describe that energy can be obtained from many sources in many ways (e.g., food, gasoline, electricity or batteries).