Content+Standards

__Content Standards__ Revised June 12, 2008

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

6/12/2008 1:16 PM Page 1 of 6

All Rights Reserved


 * //Grade One//**

Students who enter first grade from kindergarten continue phonological development,

making major growth in learning to read. They develop more advanced phonics skills and

begin to build a bank of sight words. First graders continue to learn as their ability to read

grows. They read, listen to, and discuss more complex stories, and they begin to make

connections between what they read and hear and the experiences of their lives. They

begin to monitor and self-correct their reading.

First graders also continue to produce text through speaking and writing. They make

major developments in writing, learning to write a story that shows focus and

organization. First graders begin to use the writing process to plan and produce their

writing experiences. They continue to use drawings to illustrate their stories.

The conventions of language gain importance to first graders as they begin to have a

desire for neatness and correctness. They learn to expand sentences and recognize

paragraphs, and they begin to learn the rules of language and spelling. First graders

expand their listening and speaking vocabularies by reading and hearing a wide variety of

texts. They show evidence of expanding their language repertoire, including increasing

the appropriate use of more formal language registers. First graders are moving towards

mastery of language use in order to read and write both for information and pleasure.

Students also write in a variety of genres.

Revised June 12, 2008

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

6/12/2008 1:16 PM Page 2 of 6

All Rights Reserved


 * Reading**

Reading, writing, speaking, and listening skills are necessary tools for effective

communication. The mastery of these skills is essential for enrichment and lifelong

learning. Several years of research has yielded much information about how children

learn to read. This research tells us that to become more skilled and confident readers

over time, students need multiple opportunities to build essential skills. In their formative

years of instruction, children must be read to and provided opportunities to practice

independent reading. Children must develop their ability to read with fluency and

understanding in order to build their knowledge of the world.


 * CONCEPTS OF PRINT**


 * ELA1R1**The student demonstrates knowledge of concepts of print. The student

a.Understands that there are correct spellings for words.

b.Identifies the beginning and end of a paragraph.

c.Demonstrates an understanding that punctuation and capitalization are used in all

written sentences.


 * PHONOLOGICAL AWARENESS**


 * ELA1R2**The student demonstrates the ability to identify and orally manipulate

words and individual sounds within those spoken words. The student

a.Isolates beginning, middle, and ending sounds in single-syllable words.

b.Identifies onsets and rimes in spoken one-syllable words.

c.Adds, deletes, or substitutes target sounds to change words (e.g., change top to stop;

change smile to mile; change cat to cap).

d.Distinguishes between long and short vowel sounds in spoken, one-syllable words

(can and cane).

e.Orally blends two to four phonemes into recognizable and/or nonsense words.

f.Automatically segments one-syllable words into sounds.


 * PHONICS**


 * ELA1R3** The student demonstrates the relationship between letters and letter

combinations of written words and the sounds of spoken words. The student

a.Automatically generates the sounds for all letters and letter patterns, including long

and short vowels.

b.Applies knowledge of letter-sound correspondence to decode new words.

c.Reads words containing consonant blends and digraphs.

Revised June 12, 2008

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

6/12/2008 1:16 PM Page 3 of 6

All Rights Reserved

d.Reads words with inflectional endings.

e.Reads compound words and contractions in grade appropriate texts.

f.Reads words containing vowel digraphs and r-controlled vowels.

g.Uses spelling patterns to recognize words.

h.Applies learned phonics skills when reading and writing words, sentences, and stories.


 * FLUENCY**


 * ELA1R4** The student demonstrates the ability to read orally with speed, accuracy,

and expression. The student

a.Applies letter-sound knowledge to decode quickly and accurately.

b.Automatically recognizes additional high frequency and familiar words within texts.

c.Reads grade-level text with appropriate expression.

d.Reads first-grade text at a target rate of 60 words correct per minute.

e.Uses self-correction when subsequent reading indicates an earlier misreading within

grade-level text.


 * VOCABULARY**


 * ELA1R5**The student acquires and uses grade-level words to communicate

effectively. The student

a.Reads and listens to a variety of texts and uses new words in oral and written

language.

b.Recognizes grade-level words with multiple meanings.

c.Identifies words that are opposites (antonyms) or have similar meanings (synonyms).


 * COMPREHENSION**


 * ELA1R6**The student uses a variety of strategies to understand and gain meaning

from grade-level text. The student

a.Reads and listens to a variety of texts for information and pleasure.

b.Makes predictions using prior knowledge.

c.Asks and answers questions about essential narrative elements (e.g., beginning-

middle-end, setting, characters, problems, events, resolution) of a read-aloud or

independently read text.

d.Retells stories read independently or with a partner.

e.Distinguishes fact from fiction in a text.

f.Makes connections between texts and/or personal experiences.

g.Identifies the main idea and supporting details of informational text read or heard.

h.Self-monitors comprehension and rereads when necessary.

i.Recognizes cause-and-effect relationships in text.

Revised June 12, 2008

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

6/12/2008 1:16 PM Page 4 of 6

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j.Identifies word parts to determine meanings.

k.Begins to use dictionary and glossary skills to determine word meanings.

l.Recognizes plot, setting, and character within texts, and compares and contrasts these

elements among texts.

m.Recognizes and uses graphic features and graphic organizers to understand text.


 * Writing**

The student begins to write text that develops a central idea or tells a story. The writing

begins to show consideration of the audience and purpose. The student progresses

through the stages of the writing process. The student’s writing begins to reflect the

conventions of written English.


 * ELA1W1**The student begins to understand the principles of writing. The student

a.Writes texts of a length appropriate to address a topic and tell a story.

b.Describes an experience in writing.

c.Rereads writing to self and others, revises to add details, and edits to make

corrections.

d.Prints with appropriate spacing between words and sentences.

e.Writes in complete sentences with correct subject-verb agreement.

f.Uses nouns (singular and plural) correctly.

g.Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.

h.Uses singular possessive pronouns.

i.Begins to write different types of sentences (e.g., simple/compound and

declarative/interrogative).

j.Begins to use common rules of spelling.

k.Begins to use a variety of resources (picture dictionaries, the Internet, books) and

strategies to gather information to write about a topic.

l.Uses appropriate end punctuation (period and question mark) and correct

capitalization of initial words and common proper nouns (e.g., personal names,

months).

m.Uses commas in a series of items.


 * ELA1W2** The student writes in a variety of genres, including narrative,

informational, persuasive and response to literature.

The student will write a narrative that:

a.Begins to capture a reader’s interest by writing a personal story.

b.Begins to maintain a focus.

c.Adds details to expand a story.

d.Begins to use organizational structures ( beginning, middle, end, and sequence of

events) and strategies (transition words and time cue words).

e.Begins to develop characters and setting through dialogue and descriptive adjectives.

Revised June 12, 2008

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

6/12/2008 1:16 PM Page 5 of 6

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f.Begins to develop a sense of closure.

g.May include oral or written pre-writing (graphic organizer).

h.May include a draft that is revised and edited.

i.May be published.

The student produces informational writing that:

a.Begins to capture a reader’s interest.

b.Stays on one topic and begins to maintain a focus.

c.Adds details to expand a topic.

d.Begins to use organizational structures (steps, chronological order) and strategies

(description).

e.Begins to use graphic features (charts, pictures, headings).

f.Begins to use a variety of resources (picture dictionaries, Internet, books) and

strategies to gather information to write about a topic.

g.Begins to develop a sense of closure.

h.May include oral or written prewriting (graphic organizers).

i.May include a draft that is revised and edited.

j.May be published.

The student produces a persuasive piece that:

a.Captures a reader’s interest by stating a position/opinion.

b.Begins to maintain a focus.

c.Adds details to support an opinion.

d.Begins to use formats appropriate to the genre (letter, list of reasons, poster).

e.May have a sense of closure.

f.May include oral or written prewriting (graphic organizer).

g.May include a draft that is revised and edited.

h.May be published.

The student produces a response to literature that:

a.Captures a reader’s interest by stating a position/opinion about a text.

b.Begins to demonstrate an understanding of the text through oral retelling, pictures, or

in writing.

c.Makes connections: text-to-self, text-to-text, text-to-world.

d.Begins to use organizational structures (beginning, middle, and end with details from

the text).

e.May have a sense of closure.

f.May include oral or written prewriting (graphic organizers).

g.May include a draft that is revised and edited.

h.May be published.

Revised June 12, 2008

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

6/12/2008 1:16 PM Page 6 of 6

All Rights Reserved


 * Listening/Speaking/Viewing**

The student demonstrates an understanding of listening, speaking, and viewing skills for

a variety of purposes. The student listens critically and responds appropriately to oral

communication in a variety of genres and media. The student speaks in a manner that

guides the listener to understand important ideas.


 * ELA1LSV1**The student uses oral and visual strategies to communicate. The student

a.Follows three-part oral directions.

b.Recalls information presented orally.

c.Responds appropriately to orally presented questions.

d.Increases vocabulary to reflect a growing range of interests and knowledge.

e.Communicates effectively when relating experiences and retelling stories read, heard,

or viewed.

f.Uses complete sentences when speaking.

Mathematics Georgia Performance Standards

Grade 1

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

September 11, 2008

All Rights Reserved

Page 1 of 6

By the end of grade one, students will understand and use the concept of ones and tens in

the place value number system. The students will add and subtract small numbers with

ease. They will represent quantity with numbers, models, diagrams, and number

sentences. They will begin to use tools for measuring and observe, create, and decompose

geometric shapes and solve simple problems including those involving spatial

relationships. The students will pose questions, record data, and interpret simple charts

and picture graphs.

Instruction and assessment should include the use of manipulatives and appropriate

technology. Topics should be represented in multiple ways including symbolic,

verbal/written, numeric/data-based, graphical, and concrete/pictorial. Concepts should be

introduced and used in the context of real world phenomena.

Concepts/Skill to Maintain

Number words

Ordinal numbers

Equivalence

Basic 2-Dimensional and 3-Dimensional geometric shapes

Spatial relationships – positional words

Calendar time and daily schedule

Estimating-using 5 and 10 as benchmarks

Name and value of coins

Measurement -comparing and ordering by direct comparison

NUMBER AND OPERATIONS

Students will understand how to represent numbers, and be able to add and subtract small

numbers.

M1N1. Students will estimate, model, compare, order, and represent whole

numbers up to 100.

a.Represent numbers up to 100 using a variety of models, diagrams, and

number sentences. Represent numbers larger than 10 in terms of tens and

ones using manipulatives and pictures.

b.Correctly count and represent the number of objects in set using numerals.

c. Compare small sets using the terms greater than, less than, and equal to.

d. Understand the magnitude and order of numbers up to 100 by making

ordered sequences and representing them on a number line.

Mathematics Georgia Performance Standards

Grade 1

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

September 11, 2008

All Rights Reserved

Page 2 of 6

e. Exchange equivalent quantities of coins by making fair trades involving

combinations of pennies, nickels, dimes, and quarters up to one dollar;

count out a combination of coins needed to purchase items up to one dollar.

f. Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent

quantities by making fair trades involving combinations of bills; count out a

combination of bills needed to purchase items that total up to twenty dollars.

M1N2. Students will understand place value notation for the numbers 1 to 99.

(Discussions may allude to 3-digit numbers to assist in understanding place

value.)

a.Determine to which ten a given number is closest using tools such as a

sequential number line or chart.

b.Represent collections of less than 30 objects with 2-digit numbers and

understand the meaning of place value.

c.Decompose numbers from 10 to 99 as the appropriate number of tens and

ones.

M1N3. Students will add and subtract numbers less than 100, as well as understand

and use the inverse relationship between addition and subtraction.

a.Identify one more than, one less than, 10 more than, and 10 less than a given

number.

b.Skip-count by 2s, 5s, and 10s, forward and backwards; to and from numbers

up to 100.

c.Compose/decompose numbers up to 10 (e. g. 3+5=8, 8=5+2+1).

d.Understand a variety of situations to which subtraction may apply: taking

away from a set, comparing two sets, and determining how many more or

how many less.

e.Understand addition and subtraction number combinations using strategies

such as counting on, counting back, doubles and making tens.

f.Know the single-digit addition facts to 18 and corresponding subtraction

facts with understanding and fluency. (Use strategies such as relating to facts

already known, applying the commutative property, and grouping facts into

families.)

g.Apply addition and subtraction to 2 digit numbers without regrouping (e.g.15

+ 4, 80-60, 56 + 10, 100-30, 52 + 5).

h.Solve and create word problems involving addition and subtraction to 100

without regrouping. Use words, pictures and concrete models to interpret

story problems and reflect the combining of sets as addition and taking away

or comparing elements of sets as subtraction.

Mathematics Georgia Performance Standards

Grade 1

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

September 11, 2008

All Rights Reserved

Page 3 of 6

M1N4. Students will count collections of up to 100 objects by dividing them into

equal parts and represent the results using words, pictures, or diagrams.

a.Use informal strategies to share objects equally between two to five people.

b.Build number patterns, including concepts of even and odd, using various

concrete representations. (Examples of concrete representations include a

hundreds chart, ten grid frame, place value chart, number line, counters, or

other objects.)

c.Identify, label, and relate fractions (halves, fourths) as equal parts of a

collection of objects or a whole using pictures and models.

d.Understand halves and fourths as representations of equal parts of a whole.

MEASUREMENT

Students will measure basic quantitative attributes of concrete objects.

M1M1. Students will compare and/or order the length, height, weight, or capacity of

two or more objects by using direct comparison or a nonstandard unit.

a.Directly compare and/or order length, height, weight, and capacity of

concrete objects.

b.Estimate and measure using a non-standard unit that is smaller than the

object to be measured.

c.Measure with a tool by creating a ―ruled‖ stick, tape, or container by marking

off ten segments of the repeated single unit.

M1M2. Students will develop an understanding of the measurement of time.

a.Tell time to the nearest hour and half hour and understand the movement of

the minute hand and how it relates to the hour hand.

b.Begin to understand the relationship of calendar time by knowing the number

of days in a week and months in a year.

c.Compare and/or order the sequence or duration of events (e.g., shorter/longer

and before/after).

Mathematics Georgia Performance Standards

Grade 1

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

September 11, 2008

All Rights Reserved

Page 4 of 6

GEOMETRY

Students will understand the concepts of basic geometric shapes and spatial relationships

of concrete objects.

M1G1. Students will study and create various two and three-dimensional figures

and identify basic figures (squares, circles, triangles, and rectangles) within

them.

a.Build, draw, name, and describe triangles, rectangles, pentagons, and

hexagons.

b.Build, represent, name, and describe cylinders, cones, and rectangular

prisms.

c.Create pictures and designs using shapes, including overlapping shapes.

M1G2. Students will compare, contrast, and/or classify geometric shapes by the

common attributes of position, shape, size, number of sides, and number of

corners.

M1G3. Students will arrange and describe objects in space by proximity, position,

and direction (near, far, below, above, up, down, behind, in front of, next to,

and left or right of).

DATA ANALYSIS AND PROBABILITY

Students will pose questions, collect, organize and interpret data about themselves

and their surroundings.

M1D1. Students will create simple tables and graphs and interpret them.

a.Interpret tally marks, picture graphs, and bar graphs.

b.Pose questions, collect, sort, organize and record data using objects, pictures,

tally marks, picture graphs, and bar graphs.

Process Standards

Each topic studied in this course should be developed with careful thought toward

helping every student achieves the following process standards.

M1P1. Students will solve problems (using appropriate technology).

a.Build new mathematical knowledge through problem solving.

Mathematics Georgia Performance Standards

Grade 1

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

September 11, 2008

All Rights Reserved

Page 5 of 6

b.Solve problems that arise in mathematics and in other contexts.

c.Apply and adapt a variety of appropriate strategies to solve problems.

d.Monitor and reflect on the process of mathematical problem solving.

M1P2. Students will reason and evaluate mathematical arguments.

a.Recognize reasoning and proof as fundamental aspects of mathematics.

b.Make and investigate mathematical conjectures.

c.Develop and evaluate mathematical arguments and proofs.

d.Select and use various types of reasoning and methods of proof.

M1P3. Students will communicate mathematically.

a.Organize and consolidate their mathematical thinking through

communication.

b.Communicate their mathematical thinking coherently and clearly to peers,

teachers, and others.

c.Analyze and evaluate the mathematical thinking and strategies of others.

d.Use the language of mathematics to express mathematical ideas precisely.

M1P4. Students will make connections among mathematical ideas and to other

disciplines.

a.Recognize and use connections among mathematical ideas.

b.Understand how mathematical ideas interconnect and build on one another to

produce a coherent whole.

c.Recognize and apply mathematics in contexts outside of mathematics.

M1P5. Students will represent mathematics in multiple ways.

a.Create and use representations to organize, record, and communicate

mathematical ideas.

b.Select, apply, and translate among mathematical representations to solve

problems.

c.Use representations to model and interpret physical, social, and mathematical

phenomena.

Mathematics Georgia Performance Standards

Grade 1

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

September 11, 2008

All Rights Reserved

Page 6 of 6

The following terms and symbols are often misunderstood. These concepts are not an

inclusive list and should not be taught in isolation. However, due to evidence of frequent

difficulty and misunderstanding associated with these concepts, instructors should pay

particular attention to them and how their students are able to explain and apply them.

The definitions are for teacher reference only and are not intended to be memorized by

students. Teachers should present these concepts to students with models and real life

examples. Students should understand the concepts involved and be able to recognize

and/or demonstrate them with words, models, pictures, or numbers.

Terms/Symbols:

place value: ones, tens, greater than, less than, equal to, fewer than, more than,

equivalent, sum/add, difference/subtract, coins: penny, nickel, dime, quarter, bills, fair

trade, compare/contrast, length, height, weight, estimate, hexagon, cylinder, cone,

rectangular prism, corner, vertex, =, +, -, even, odd, tally mark, bar graph, ½, ¼, skip

counting

Approved July 12, 2004


 * First Grade Science Curriculum**

The Georgia Performance Standards are designed to provide students with the knowledge and skills

for proficiency in science at the first grade level. The Project 2061’s //Benchmarks for Science//

//Literacy// is used as the core of the curriculum to determine appropriate content and process skills for

students. The GPS is also aligned to the National Research Council’s //National Science Education//

//Standards//. Technology is infused into the curriculum. The relationship between science, our

environment, and our everyday world is crucial to each student’s success and should be emphasized.

The performance standards should drive instruction. Hands-on, student-centered, and inquiry-based

approaches should be the emphases of instruction. This curriculum is intended as a required

curriculum that would show proficiency in science, and instruction should extend beyond the

curriculum to meet the student needs. Safety of the student should always be foremost in science

instruction.

Science consists of a way of thinking and investigating, as well a growing body of knowledge about

the natural world. To become literate in science, therefore, students need to acquire an understanding

of both the **Characteristics of Science** and its **Content**. The Georgia Performance Standards for

Science require that instruction be organized so that these are treated together. Therefore, **A**


 * CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF**


 * SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.** For this reason they are presented

as co-requisites.

This Performance Standards include four major components. They are


 * The Standards for Georgia Science Courses.** The Characteristics of Science co-requisite

standards are listed first, followed by the Content co-requisite standards. Each Standard is

followed by elements that indicate the specific learning goals associated with it.


 * Tasks that students should be able to perform during or by the end of the course.** These

are keyed to the relevant Standards. Some of these can serve as activities that will help

students achieve the learning goals of the Standard. Some can be used to assess student

learning, and many can serve both purposes.


 * Samples of student work.** As a way of indicating what it takes to meet a Standard, examples

of successful student work are provided. Many of these illustrate how student work can

bridge the Content and Characteristics of Science Standards. The Georgia DOE Standards

web site will continue to add samples as they are identified and teachers are encouraged to

submit examples from their own classroom experiences.


 * Teacher Commentary.** Teacher commentary is meant to open the pathways of

communication between students and the classroom teacher. Showing students why they did

or did not meet a standard enables them to take ownership of their own learning.

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

8/29/2006 3:48 PM Page 1 of 6

All Rights Reserved

Approved July 12, 2004

Georgia Performance Science Standards-- Explanation of Coding

Characteristics of Science Standards


 * SKCS1**


 * S**cience **K**indergarten **C**haracteristics of **S**cience Standard #**1**


 * S8CS2**


 * S**cience Grade **8** **C**haracteristics of **S**cience Standard #**2**


 * SCSh8**


 * S**cience **C**haracteristics of **S**cience **h**igh school Standard #**8**

Content Standards


 * S5P3**


 * S**cience Grade **5** **P**hysical Science Standard #**3**


 * S4E2**


 * S**cience Grade **4** **E**arth Science Standard #**2**


 * S7L4**


 * S**cience Grade **7** **L**ife Science Standard #**4**


 * SC1**


 * S**cience **C**hemistry Standard #**1**


 * SB4**


 * S**cience **B**iology Standard #**4**


 * SPS6**


 * S**cience **P**hysical **S**cience Standard #**6**


 * SP3**


 * S**cience **P**hysics Standard #**3**

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

8/29/2006 3:48 PM Page 2 of 6

All Rights Reserved

Approved July 12, 2004


 * First grade** students raise questions about the world around them and seek answers by making

observations. They use whole numbers to analyze scientific data. They identify what things can do

when put together and what cannot be done when things are not put together. First graders create

drawings that correctly depict something being described. They follow safety rules.


 * Patterns**

First grade students make observations, ask questions about, and investigate patterns. They learn

best from their own actions. Therefore, they make predictions and plan simple investigations in

order to understand the world around them. They notice repeating patterns in shadows, weather, and

daily needs of plants and animals.


 * Major Concepts/ Skills: Concepts/Skills to Maintain:**

Earth Science Habits of Mind

Weather patterns Asks questions

Seasons Uses numbers to quantify

Physical Science Works in a group

Sound Uses tools to measure and view

Shadows Looks at how parts of things are needed

Magnets Describes and compares using

Life Science physical attributes

Characteristics of living things Observes using senses

Basic needs of living things Draws and describes observations


 * Co-Requisite - Characteristics of Science**


 * Habits of Mind**


 * S1CS1.****Students will be aware of the importance of curiosity, honesty, openness, and**


 * skepticism in science and will exhibit these traits in their own efforts to understand**


 * how the world works.**

a.Raise questions about the world around them and be willing to seek answers to some

of the questions by making careful observations and measurements and trying to

figure things out.


 * S1CS2.****Students will have the computation and estimation skills necessary for analyzing data**


 * and following scientific explanations.**

a.Use whole numbers in ordering, counting, identifying, measuring, and describing

things and experiences.

b.Readily give the sums and differences of single-digit numbers in ordinary, practical

contexts and judge the reasonableness of the answer.

c.Give rough estimates of numerical answers to problems before doing them formally.

d.Make quantitative estimates of familiar lengths, weights, and time intervals, and

check them by measuring.

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

8/29/2006 3:48 PM Page 3 of 6

All Rights Reserved

Approved July 12, 2004


 * S1CS3.****Students will use tools and instruments for observing, measuring, and manipulating**


 * objects in scientific activities.**

a.Use ordinary hand tools and instruments to construct, measure, and look at objects.

b.Make something that can actually be used to perform a task, using paper, cardboard,

wood, plastic, metal, or existing objects.

c.Identify and practice accepted safety procedures in manipulating science materials

and equipment.


 * S1CS4.****Students will use the ideas of system, model, change, and scale in exploring scientific**


 * and technological matters.**

a.Use a model—such as a toy or a picture—to describe a feature of the primary thing.

b.Describe changes in the size, weight, color, or movement of things, and note which of

their other qualities remain the same during a specific change.

c.Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of

both human made and natural things.


 * S1CS5.****Students will communicate scientific ideas and activities clearly.**

a.Describe and compare things in terms of number, shape, texture, size, weight, color,

and motion.

b.Draw pictures (grade level appropriate) that correctly portray features of the thing

being described.

c.Use simple pictographs and bar graphs to communicate data.


 * The Nature of Science**


 * S1CS6. Students will be familiar with the character of scientific knowledge and how it is**


 * achieved.**

Students will recognize that:

a.When a science investigation is done the way it was done before, we expect to get a

similar result.

b.Science involves collecting data and testing hypotheses

c.Scientists often repeat experiments multiple times, and subject their ideas to criticism

by other scientists who may disagree with them and do further tests.

d.All different kinds of people can be and are scientists.


 * S1CS7. Students will understand important features of the process of scientific inquiry.**

Students will apply the following to inquiry learning practices:

a.Scientists use a common language with precise definitions of terms to make it easier

to communicate their observations to each other.

b.In doing science, it is often helpful to work as a team. All team members should

reach individual conclusions and share their understandings with other members of

the team in order to develop a consensus.

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

8/29/2006 3:48 PM Page 4 of 6

All Rights Reserved

Approved July 12, 2004

c.Tools such as thermometers, rulers and balances often give more information about

things than can be obtained by just observing things without help.

d.Much can be learned about plants and animals by observing them closely, but care

must be taken to know the needs of living things and how to provide for them.

Advantage can be taken of classroom pets.


 * Co-Requisite - Content**


 * Earth Science**


 * S1E1.****Students will observe, measure, and communicate weather data to see patterns in**


 * weather and climate.**

a.Identify different types of weather and the characteristics of each type.

b.Investigate weather by observing, measuring with simple weather instruments

(thermometer, wind vane, rain gauge), and recording weather data (temperature,

precipitation, sky conditions, and weather events) in a periodic journal or on a

calendar seasonally.

c.Correlate weather data (temperature, precipitation, sky conditions, and weather

events) to seasonal changes.


 * S1E2.** **Students will observe and record changes in water as it relates to weather.**

a.Recognize changes in water when it freezes (ice) and when it melts (water).

b.Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid

(ice) or liquid (water).

c.Determine that the weight of water before freezing, after freezing, and after melting

stays the same.

d.Determine that water in an open container disappears into the air over time, but water

in a closed container does not.


 * Physical Science**


 * S1P1.****Students will investigate light and sound.**

a.Recognize sources of light.

b.Explain how shadows are made.

c.Investigate how vibrations produce sound.

d.Differentiate between various sounds in terms of (pitch) high or low and (volume)

loud or soft.

e.Identify emergency sounds and sounds that help us stay safe.


 * S1P2.****Students will demonstrate effects of magnets on other magnets and other objects.**

a.Demonstrate how magnets attract and repel.

b.Identify common objects that are attracted to a magnet.

c.Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not

block magnetic force.

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

8/29/2006 3:48 PM Page 5 of 6

All Rights Reserved

Approved July 12, 2004


 * Life Science**


 * S1L1.****Students will investigate the characteristics and basic needs of plants and animals.**

a.Identify the basic needs of a plant.

1.Air

2.Water

3.Light

4.Nutrients

b.Identify the basic needs of an animal.

1.Air

2.Water

3.Food

4.Shelter

c.Identify the parts of a plant—root, stem, leaf, and flower.

d.Compare and describe various animals—appearance, motion, growth, basic needs.

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

8/29/2006 3:48 PM Page 6 of 6

All Rights Reserved


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Georgia Department of Education

Kathy Cox, State Superintendent of Schools

SOCIAL STUDIES  GRADE ONE  STANDARDS

APPROVED 10/14/2004  Page 1 of 4

Copyright 2007 © All Rights Reserved

Grade One

AMERICAN HEROES

In the first grade, students continue their introduction to United States history through the

study of selected historical figures. In the history strand, students study the important

contributions each historical person made. In the geography strand, students learn about

where these historical people lived and explore important basic geographic concepts. The

civics strand provides a study of the positive character traits exhibited by these important

historical figures. The economics strand continues the introduction of basic economic

concepts.

Historical Understandings

SS1H1 The student will read about and describe the life of historical figures in

American history.

a. Identify the contributions made by these figures: Benjamin Franklin

(inventor/author/ statesman),Thomas Jefferson (Declaration of Independence),

Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet

Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the

environment), George Washington Carver (science).

b. Describe how everyday life of these historical figures is similar to and different

from everyday life in the present (food, clothing, homes, transportation,

communication, recreation).

SS1H2 The student will read or listen to American folktales and explain how they

characterize our national heritage. The study will include John Henry, Johnny

Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.

Geographic Understandings

SS1G1 The student will describe the cultural and geographic systems associated

with the historical figures in SS1H1a.

SS1G2 The student will identify and locate his/her city, county, state, nation, and

continent on a simple map or a globe.

SS1G3 The student will locate major topographical features of the **earth’s surface.**

a.Locate all of the continents: North America, South America, Africa, Europe,

Asia, Antarctica, and Australia.

b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.

c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and

coasts).


 * One Stop Shop For Educators**

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

SOCIAL STUDIES  GRADE ONE  STANDARDS

APPROVED 10/14/2004  Page 2 of 4

Copyright 2007 © All Rights Reserved

Government/Civic Understandings

SS1CG1 The student will describe how the historical figures in SS1H1a display

positive character traits of fairness, respect for others, respect for the environment,

conservation, courage, equality, tolerance, perseverance, and commitment.

SS1CG2 The student will explain the meaning of the patriotic words to America


 * (My Country ‘Tis of Thee) and America the Beautiful.**

Economic Understandings

SS1E1 The student will identify goods that people make and services that people

provide for each other.

SS1E2 The student will explain that people have to make choices about goods and

services because of scarcity.

SS1E3 The student will describe how people are both producers and consumers.

SS1E4 The student will describe the costs and benefits of personal spending and

saving choices


 * One Stop Shop For Educators**

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

SOCIAL STUDIES  GRADE ONE  STANDARDS

APPROVED 10/14/2004  Page 3 of 4

Copyright 2007 © All Rights Reserved

Social Studies Skills Matrices

MAP AND GLOBE SKILLS

GOAL: The student will use maps to retrieve social studies information.

I: indicates when a skill is introduced in the standards and elements as part of the content

D: indicates grade levels where the teacher must develop that skill using the appropriate content

M: indicates grade level by which student should achieve mastery, the ability to use the skill in all

situations

A: indicates grade levels where students will continue to apply and improve mastered skills

Map and Globe Skills K 1 2 3 4 5 6 7 8 9-

12

1. use cardinal directions I M A A A A A A A A

2. use intermediate directions I M A A A A A A A

3. use a letter/number grid system to

determine location

I M A A A A A A

4. compare and contrast the categories of

natural, cultural, and political features

found on maps

I M A A A A A A

5. use inch to inch map scale to determine

distance on map

I M A A A A A A

6. use map key/legend to acquire

information from, historical, physical,

political, resource, product and economic

maps

I D M A A A A A

7. use a map to explain impact of

geography on historical and current events

I D M A A A A A

8. draw conclusions and make

generalizations based on information from

maps

I M A A A A A

9. use latitude and longitude to determine

location

I D D D M A A

10. use graphic scales to determine

distances on a map

I M A A A A

11. compare maps of the same place at

different points in time and from different

perspectives to determine changes,

identify trends, and generalize about

human activities

I M A A A A

12. compare maps with data sets (charts,

tables, graphs) and /or readings to draw

conclusions and make generalizations

I M A A A A


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Georgia Department of Education

Kathy Cox, State Superintendent of Schools

SOCIAL STUDIES  GRADE ONE  STANDARDS

APPROVED 10/14/2004  Page 4 of 4

Copyright 2007 © All Rights Reserved

INFORMATION PROCESSING SKILLS

GOAL: The student will be able to locate, analyze, and synthesize information related to

social studies topics and apply this information to solve problems/make decisions.

I: indicates when a skill is introduced in the standards and elements as part of the content

D: indicates grade levels where the teacher must develop that skill using the appropriate content

M: indicates grade level by which student should achieve mastery, the ability to use

the skill in all situations

A: indicates grade levels where students will continue to apply and improve mastered skills


 * One Stop Shop For Educators**


 * Georgia Performance Standards Framework for Physical Education**

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

December 11, 2008 * Page 1 of 6

All Rights Reserved

FIRST GRADE

PE1.1: Demonstrates competency in motor skills and movement patterns needed to perform a

variety of activities.

Description: Students perform locomotor skills in combination with non-locomotor skills and

demonstrate mature form in the hop, jump, and leap. When traveling through general and

personal space, students demonstrate the ability to move in a variety of pathways, in different

directions, and at different levels. Several non-locomotor skills are done in a sequence or in

conjunction with locomotor or manipulative skills. Students are able to direct manipulative

objects toward an intended target.

Elements:

a.Demonstrates basic movement patterns while changing directions and levels

in general and personal space.

Examples:

Maintains balance while moving first backwards and then forwards after a cue

from the teacher.

Changes levels to maneuver through an obstacle course.

b.Demonstrates the hop, jump, and leap while participating in physical

activities.

Examples:

Uses a mature form of hopping, leaping, and jumping during rhythmic

activities.

Travels between stations by hopping, leaping, and jumping.

c.Demonstrates non locomotor skills.

Examples:

Moves while curling, twisting, and swaying.

Shows balance while performing a scale during an educational gymnastics

activity.

d.Demonstrates basic manipulative skills.

Examples:

Kicks a stationary ball.

Strikes a balloon using various body parts.


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 * Georgia Performance Standards Framework for Physical Education**

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

December 11, 2008 * Page 2 of 6

All Rights Reserved

FIRST GRADE

PE1.2: Demonstrates understanding of movement concepts, principals, strategies, and tactics as

they apply to the learning and performance of physical activities.

Description: Students use movements and manipulative skill concepts while expanding and

applying skills to their basic knowledge.

Elements:

a.Demonstrates knowledge of basic locomotor skills.

Examples:

Students skip through general space on cue.

Students will change locomotor skills on verbal command.

b.Demonstrates knowledge of basic non-locomotor skills.

Examples:

Students curl, twist, or bend when prompted.

Students design a combination of non-locomotor skills.

c.Demonstrates use of movement concepts while striking and kicking.

Examples:

Students use appropriate force to kick a stationary ball to the wall or to a

partner.

Students strike the balloon with different degrees of force to move the balloon

to different levels.


 * One Stop Shop For Educators**


 * Georgia Performance Standards Framework for Physical Education**

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

December 11, 2008 * Page 3 of 6

All Rights Reserved

FIRST GRADE

PE1.3: Participates regularly in physical activity.

Description: Students express pleasure when participating in physical activity. Students begin to

utilize the skills and knowledge acquired in physical education class during their leisure time

physical activity and while learning new activities outside physical education classes.

Elements:

a.Improves skills while participating in enjoyable activities.

Examples:

Improves tossing and catching skills when playing catch with a partner.

Improves rhythmic skills with Lummi Sticks.

b. Participates in physical activity most days of the week.

Examples:

Participates in school clubs or programs featuring physical activities.

Rides bikes after school.

c. Participates regularly in a variety of non-structured and minimally

organized physicalactivities inside and outside of physical education class.

Examples:

Plays tag games at recess or hop scotch.

Plays jump rope games.


 * One Stop Shop For Educators**


 * Georgia Performance Standards Framework for Physical Education**

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

December 11, 2008 * Page 4 of 6

All Rights Reserved

FIRST GRADE

PE1.4: Achieves and maintains a health enhancing level of physical fitness.

Description: Students will enjoy physical activity for short periods of time. They can identify

basic physiological signs associated with participation in moderate to vigorous physical activity.

Elements:

a.Participates in fitness and conditioning related activities.

Examples:

Participates in moderate to vigorous activity continuously for at least 5

minutes.

Traverses along a rock wall with little teacher assistance.

b. Identifies physiological indicators that accompany moderate to vigorous

physical activities.

Examples:

After playing crab soccer, students are able to identify breathing hard as an

example of physical exertion.

Recognizes that doing push-ups makes your arm muscles tired.

Recognizes that stomach muscles get tired when doing sit-ups or crunches.

Identifies that the heart beats faster after dancing or moving vigorously.


 * One Stop Shop For Educators**


 * Georgia Performance Standards Framework for Physical Education**

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

December 11, 2008 * Page 5 of 6

All Rights Reserved

FIRST GRADE

PE1.5: Exhibits responsible personal and social behavior that respects self and others in physical

activity settings.

Description: Students recognize rules, directions, and safety procedures while participating in

physical activity. Their ability to work cooperatively and respectfully with others, regardless of

personal differences, begins to be a self-initiated process.

Elements:

a.Demonstrates self-control and follows rules and procedures with very little

teacher direction.

Examples:

Lines up at the end of class in the appropriate spot.

Keeps hands and body under control.

b. Uses body, space, and equipment safely.

Examples:

Moves safely in a large group while changing directions and pathways.

Swings pillo-polo stick while remaining in a safe space.

c. Cooperates with others.

Examples:

Uses kindness and encouragement to help others.

Takes turns throwing at a target.

d. Uses appropriate means to resolve simple conflicts on their own.

Examples:

Allows a partner to have a “redo”.

Apologizes for stepping on someone’s hand.


 * One Stop Shop For Educators**


 * Georgia Performance Standards Framework for Physical Education**

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

December 11, 2008 * Page 6 of 6

All Rights Reserved

FIRST GRADE

PE1.6: Values physical activity for health, enjoyment, challenge, self- expression, and/or social

interaction.

Description: Students will identify personal enjoyment in physical activity and can describe

their favorite activities. Students find pleasure in the experience of meeting challenges and

learning new skills.

Elements:

a.Participates in and describes enjoyment of various physical activities.

Examples:

Identifies physical activity preferences.

Completes teacher created survey to show emotions experienced during

activity.

b.Willingly participates in new and challenging activities.

Examples:

Is excited at the prospect of learning a new game.

Challenges self at stations to improve the skill needed for a new

activity. __**Common Core Standards** __  
 * L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Print all upper- and lowercase letters.
 * Use common, proper, and possessive nouns.
 * Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
 * Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
 * Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
 * Use frequently occurring adjectives.
 * Use frequently occurring conjunctions (e.g., //and, but, or, so, because//).
 * Use determiners (e.g., articles, demonstratives).
 * Use frequently occurring prepositions (e.g., //during, beyond, toward//).
 * Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
 * L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * Capitalize dates and names of people.
 * Use end punctuation for sentences.
 * Use commas in dates and to separate single words in a series.
 * Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
 * Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Knowledge of Language

 * L.1.3. (Begins in grade 2)

Vocabulary Acquisition and Use

 * L.1.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 1 reading and content//, choosing flexibly from an array of strategies.
 * Use sentence-level context as a clue to the meaning of a word or phrase.
 * Use frequently occurring affixes as a clue to the meaning of a word.
 * Identify frequently occurring root words (e.g., //look//) and their inflectional forms (e.g., //looks, looked, looking//).
 * L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
 * Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
 * Define words by category and by one or more key attributes (e.g., a //duck// is a bird that swims; a //tiger// is a large cat with stripes).
 * Identify real-life connections between words and their use (e.g., note places at home that are//cozy//).
 * Distinguish shades of meaning among verbs differing in manner (e.g., //look, peek, glance, stare, glare, scowl//) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
 * L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., //because//).

Key Ideas and Details

 * RI.1.1. Ask and answer questions about key details in a text.
 * RI.1.2. Identify the main topic and retell key details of a text.
 * RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure

 * RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
 * RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
 * RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Knowledge and Ideas

 * RI.1.7. Use the illustrations and details in a text to describe its key ideas.
 * RI.1.8. Identify the reasons an author gives to support points in a text.
 * RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

 * RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1.


 * RF.1.1. Demonstrate understanding of the organization and basic features of print.
 * Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness

 * RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
 * Distinguish long from short vowel sounds in spoken single-syllable words.
 * Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
 * Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
 * Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition

 * RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.
 * Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
 * Decode regularly spelled one-syllable words.
 * Know final -e and common vowel team conventions for representing long vowel sounds.
 * Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
 * Decode two-syllable words following basic patterns by breaking the words into syllables.
 * Read words with inflectional endings.
 * Recognize and read grade-appropriate irregularly spelled words.

Fluency

 * RF.1.4. Read with sufficient accuracy and fluency to support comprehension.
 * Read grade-level text with purpose and understanding.
 * Read grade-level text orally with accuracy, appropriate rate, and expression.
 * Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Text Types and Purposes

 * W.1.1.. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
 * W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
 * W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Production and Distribution of Writing

 * W.1.4. (Begins in grade 3)
 * W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
 * W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

 * W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
 * W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
 * W.1.9. (Begins in grade 4)

Range of Writing

 * W.1.10. (Begins in grade 3)

Comprehension and Collaboration

 * SL.1.1. Participate in collaborative conversations with diverse partners about //grade 1 topics and texts// with peers and adults in small and larger groups.
 * Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
 * Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
 * Ask questions to clear up any confusion about the topics and texts under discussion.
 * SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
 * SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas

 * SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
 * SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
 * SL.1.6. Produce complete sentences when appropriate to task and situation.