|
(These
skill lists are based on Washington State Grade Level Benchmarks for
first/second grade)
This list is long so you will need to
scroll down to read through all the parts
READING
*Identify title page and table of contents
in a book *Know the difference between words and
sentences
*Be able to rhyme
* Identify syllable breaks in words
*Know beginning and ending sounds in words
*Know contractions (ex: can't=cannot),
consonants, vowels, compound words, suffixes/prefixes, nouns, verbs and
adjectives
*Alphabetical order
* Similies and alliteration
*Cause/effect in every day life and
literature
*Summarize what is read and tell the main idea
*Discuss the who, what , where, when
and problem in what is read
*Self select books at an appropriate
reading level and self correct when reading
*Predict and infer
*Make connections between own self and what is read as well as connections to
another book
*Read aloud an unpracticed text, at
grade level, with a fluency of 90 to 100 correct words per minute
Draw conclusions from what is read
* Respond to text through questioning, writing, etc.
*Use glossaries, dictionaries and
thesaurus'
*Read aloud with expression
*Support main idea with text based
evidence
*Fact/opinion
*Recognize a paragraph
*Tell characteristics about main characters in stories
*Follow multi step directions both
verbal and written *Read non-fiction to
answer questions and solve problems
*Know the different purposes for
reading text...newspapers, lists, bus schedules etc
*Know how to read a simple map and
diagram
*Sequence events in literature
MATH
* Read and write numbers up to
1,000 *Count
forward and backward starting with any number up to 1,000
* Count by 2's, 5's and 10's
*Put a random group of numbers in order from least to greatest
*Know addition and subtraction facts
fluently up to 18
*Tell time to the hour and half hour
*Know the place value of numbers up to the thousands
*Estimation
*Names of coins and their values/ count combinations of coins and how much its
worth
*Use a calendar
*Measure in inches and centimeters
*Sort and describe shapes by
attributes *Regroup in
addition and subtraction to the tens place
*Collect data, make a graph (title,
axes, key) and ask/write questions about what the information shows
*Draw two dimensional shapes
*Make patterns with sounds,objects and numbers
*Solve story problems and show your
thinking with pictures, words, and number sentences
*Show equality Ex: 9=9 or
4+3=6+1
WRITING
|
|
Writes Clearly and
Effectively |
Understands and Uses
Conventions |
Spells High
Frequency Words |
|
6-Trait Writing |
Ideas
- My
writing makes sense and is interesting
- I
know lots about my topic
- My
writing holds the audience/reader’s attention
Organization
- My
writing begins with a “hook” so you’ll want to read on
-
All the parts are in order
-
You can follow along easily by listening to it or reading it
- At
the end it feels finished
My
writing stays on topic
Word Choice
- I
have included juicy details that paint pictures in my reader’s mind
- I
have used powerful verbs and spicy adjectives
Voice
- My
writing shows that I care about my topic
- I
am aware of my audience/purpose
-
You want to read more because my writing makes you feel something
Sentence Fluency
- My
writing is easy to read aloud
- I
have written complete sentences
-
Some sentences are short and some are long
- My
sentences start in different ways
|
Conventions
- I
have capitalized the beginning of sentences, titles, names and the word
“I”
-
Periods, commas, question marks, exclamation marks, and quotations are
in the correct places
|
Conventions
-
Correctly spells high frequency words previously introduced by teacher
in written work
|
|
|
|
|
|
|
3=
Meets Standard |
Usually…
-
writes several sentences on topic
-
organizes writing with beginning, middle, & end (narrative),
sequentially (expository), or in categories (informational)
-
uses transitions frequently
-
writes sentences using specific nouns, active verbs, & adjectives
-
recognizes overused words and makes substitutions
-
writes for the appropriate audience
-
develops a list of specific topics for writing
-
includes supporting information
-
uses word choice to show emotion and/or interest
-
uses descriptive words
-
uses a variety of sentence beginnings, sentence structures, and sentence
types |
Usually…
-identifies and corrects errors in grade-level conventions
-
Usually uses commas in a series
-
Uses capitalization rules from previous grades
-
Capitalizes local geographic names (Yakima)
-
Capitalizes first word in greeting and closing of a letter
-
Uses punctuation rules from first grade
-
Uses comma after greeting and closing of friendly letters
-
Uses quotation marks in dialogue
-
Uses colon when writing time (12:30)
-
Uses apostrophes correctly in contractions
-
Applies usage rules from first grade
-
Maintains subject/verb agreement
-
Maintains consistent tense, especially past tense
-
Uses stand verb forms in past tense or past participle
-
Uses possessive pronouns and subject pronouns
|
Usually…
-
Spells high frequency words correctly
|
| |
|
|
|
| |
|
|
|
|
|
Applies Phonemic
Spelling Patterns/Rules in Written Work |
Understands and Uses
the Writing Process
|
Uses Legible
Handwriting
|
|
6-Trait Writing |
Conventions
- My
“No Excuse” spelling words are spelled correctly
|
Organization
-
Uses a variety of prewriting formats
-
Identifies topic for draft
-
Selects best work for publishing and/or portfolio
-
Sequences logically
-
Selects a title |
Conventions
-
Uses correct size and shape for letters in daily written work
|
The student…
| |
|
|
|
|
3=
Meets Standard |
-
Uses spelling rules and patterns from previous grades
-
Uses phonetic approximations for challenging words
-
Recognizes and uses grade level appropriate spelling patterns
-
Indicates words that may be misspelled
|
-
Usually uses visual tools for planning (word webs, list, story frame,
drawing)
-
Uses a plan from prewriting to write a draft
-
Works on one draft over one to three days
-
Composes using a variety of forms (narratives, letters)
-
Rereads work several times and has a different focus for each reading
(peer conferences, teacher suggestions, checklist, etc)
-
Uses a variety of publishing options to share writing (posters, story)
-
Maintains a log or portfolio to track a variety of forms/genres
-
Selects an appropriate title for writing
-
Uses an indentation or skip lines when starting a new paragraph
-
Sets and maintains goals based on writing and anchor or model papers |
-
Maintains consistent size, spacing, and formation in handwriting,
especially in published work
|
| |
|
|
|
| |
|
|
|
| 
