Current through Register Vol. 50, No. 9, September 20, 2024
A. Demonstrate
command of the conventions of standard English grammar and usage when writing
or speaking.
1. Legibly print all upper- and
lowercase letters.
2. Use common,
proper, and possessive nouns.
3.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He
hops; We hop).
4. Use personal and
possessive pronouns (e.g., I, me, my; they, them, their).
5. 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).
6. Use
frequently occurring adjectives.
7.
Use frequently occurring conjunctions (e.g., and, but, or, so,
because).
8. Use determiners (e.g.,
articles, demonstratives).
9. Use
frequently occurring prepositions (e.g., during, beyond, toward).
10. Produce and expand complete simple and
compound declarative, interrogative, imperative, and exclamatory sentences in
response to prompts.
B.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
1.
Capitalize dates and names of people.
2. Use end punctuation for
sentences.
3. Use commas in dates
and to separate single words in a series.
4. Use conventional spelling for words with
common spelling patterns and for frequently occurring irregular
words.
5. Spell untaught words
phonetically, drawing on phonemic awareness and spelling conventions.
C. 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.
1. Use sentence-level context as a clue to
the meaning of a word or phrase.
2.
Use knowledge of frequently occurring affixes (prefixes and suffixes) to
interpret meaning of a word.
3.
Identify frequently occurring root words (e.g., look) and their inflectional
forms (e.g., looks, looked, looking).
D. With guidance and support from adults,
demonstrate understanding of word relationships and nuances in word meanings.
1. Sort words into categories (e.g., colors,
clothing) to gain a sense of the concepts the categories represent.
2. 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).
3. Identify
real-life connections between words and their use (e.g., note places at home
that are cozy).
4. 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.
E. 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).
AUTHORITY NOTE:
Promulgated in accordance with
R.S.
17:6, R.S. 17: 24.4, and
R.S.
17:154.
