Metas de Artes de Lenguages

Lake Tahoe Unified School District
1st GRADE - ESSENTIAL ENGLISH LANGUAGE ARTS STANDARDS
1.4
CDE LANGUAGE
STUDENT FRIENDLY LANGUAGE
SPANISH STUDENT FRIENDLY LANGUAGE
Word Analysis, Fluency, Systematic
Vocabulary Development
Word Analysis, Fluency, Systematic
Vocabulary Development
Análisis de palabras, fluidez en la lectura y
desarrollo sistemático para la adquisición
de vocabulario.
Distinguish initial, medial, and
sounds in single-syllable words.
final
1.4
I can tell you the beginning, middle, and
ending sounds of words.
1.4
Te puedo decir los sonidos iniciales,
medios y finales de las palabras.
1.5
Distinguish long and short vowel sounds
in orally stated single-syllable words (e.g.,
bit/bite).
1.5
I can hear long and short vowel sounds
in words.
1.5
Puedo oír los sonidos cortos y largos de
las vocales en las palabras.
1.6
Create and state a series of rhyming
words, including consonant blends.
1.6
I can say rhyming words.
1.6
Puedo decir palabras que riman.
1.7
Add, delete, or change target sounds to
change words (e.g., change cow to how;
pan to an).
1.7
I can add, take away, or change sounds
to make new words.
1.7
Puedo agregar, quitar, o cambiar sonidos
para formar nuevas palabras.
1.8
Blend two to four phonemes into
recognizable words (e.g., c/a/t = cat;
f/l/a/t = flat).
1.8
I say sounds together to make new
words (Blend sounds).
1.8
Digo los sonidos juntos para formar
nuevas palabras. (Combinar sonidos).
1.9
Segment single syllable words into their
components (e.g., c/a/t = cat; s/p/l/a/t =
1.9
I can break a word into sounds.
1.9
Puedo separar una palabra en sonidos.
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.
1.10
I can say the sounds of letters and
groups of letters to read words.
1.10
Puedo decir los sonidos de las letras y los
grupos de letras para leer palabras.
1.11
Read common, irregular sight words
(e.g., the, have, said, come, give, of).
1.11
I can read words that you just “have to
know”.
1.11
Puedo leer palabras que simplemente
“debo de conocer”.
1.12
Use knowledge of vowel digraphs and rcontrolled letter-sound associations to
read words.
1.12
I can read words with two vowels in the
middle. I can read words that have an “r”
in the middle and at the end.
1.12
Puedo leer palabras con dos vocales en
el centro. Puedo leer palabras que tienen
una “r” en el centro y al final.
1.13
Read compound words and contractions.
1.13
I can read compound words. I can read
contractions.
1.13
Puedo leer palabras compuestas. Puedo
leer contracciones.
1.14
Read inflectional forms (e.g., -s, -ed, -ing)
and root words (e.g., look, looked,
looking).
1.14
1.14
Puedo leer palabras que terminan con
ing, ed, y s.
splat; r/i/ch = rich).
I can read words that end with s, ed, and
ing.
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Lake Tahoe Unified School District
1st GRADE - ESSENTIAL ENGLISH LANGUAGE ARTS STANDARDS
1.15
Read common word families (e.g., -ite, ate).
1.15
CDE LANGUAGE
1.17
I can read words from word families.
STUDENT FRIENDLY LANGUAGE
Classify grade-appropriate categories of
words (e.g., concrete collections of
animals, foods, toys).
1.17
Reading Comprehension
I can sort words by their meanings.
1.15
Puedo leer palabras de familias fonéticas.
SPANISH STUDENT FRIENDLY LANGUAGE
1.17
Reading Comprehension
Puedo clasificar
significado.
palabras
por
su
Comprensión de lectura
2.2
Respond to who, what, when, where, and
how questions.
2.2
I can answer questions about who, what,
when, where and how things happened
in a story.
2.2
Puedo contestar preguntas acerca de
quién, qué, cuándo, dónde y cómo
sucedieron las cosas en el cuento.
2.5
Confirm predictions about what will
happen next in a text by identifying key
words (i.e., signpost words).
2.5
I can figure out if my predictions were
right by reading important words in the
story.
2.5
Puedo entender si mi predicción fue
correcta leyendo palabras importantes en
el cuento.
2.7
Retell the central ideas of
expository or narrative passages.
2.7
I can retell the important parts of a story.
2.7
Puedo repetir las partes importantes de
un cuento.
simple
Literary Response and Analysis
Literary Response and Analysis
Respuestas y análisis literario
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.
3.1
I can tell the setting, characters and plot
of the story. I can tell the beginning,
middle and ending of the story.
3.1
Puedo describir el escenario, los
personajes y la trama de la historia.
Puedo contarte lo que paso al principio, a
la mitad, y al final de un cuento.
3.3
Recollect, talk, and write about books
read during the school year.
3.3
I can talk and write about books I have
read and books that have been read to
me.
3.3
Puedo hablar y escribir acerca de libros
que he leído y libros que me han leído.
Writing Strategies
Writing Strategies
Estrategias para la escritura
1.1
Select a focus when writing.
1.1
I can choose one thing to write about.
1.1
Puedo escoger una cosa de la cual puedo
escribir.
2.1
Write brief narratives (e.g., fictional,
autobiographical) describing an
experience.
2.1
I can write stories about me, or I can
write make believe stories.
2.1
Puedo escribir historias acerca de mí o
historias inventadas.
2.2
Write brief expository descriptions of a
real object, person, place or event, using
sensory details.
2.2
I can write about real people, places and
things using my five senses.
2.2
Puedo escribir acerca de gente real,
lugares y cosas usando mis cinco
sentidos.
Page 2 of 3
Lake Tahoe Unified School District
1st GRADE - ESSENTIAL ENGLISH LANGUAGE ARTS STANDARDS
Written and Oral English Language
Conventions
Written and Oral English Language
Conventions
Normativas del ingles oral y escrito
1.1
Write and speak in complete, coherent
sentences.
1.1
I can write and speak in sentences.
1.1
Puedo escribir y hablar usando
oraciones.
1.2
Identify and correctly use singular and
plural nouns.
1.2
I can add a letter(s) to words to make
them mean more than one.
1.2
Puedo agregar una letra(s) a palabras
para hacerlas que signifiquen más que
uno (plural).
CDE LANGUAGE
STUDENT FRIENDLY LANGUAGE
SPANISH STUDENT FRIENDLY LANGUAGE
1.3
Identify and correctly use contractions
(e.g., isn’t, aren’t, can’t).
1.3
I can use contractions when I write and
when I speak.
1.3
Puedo usar contracciones cuando escribo
y cuando hablo.
1.4
Distinguish between declarative,
exclamatory, and interrogative sentences.
1.4
I can tell when to use a period, an
exclamation mark, or a question mark at
the end of a sentence.
1.5
Yo se cuando usar un punto final, un
signo de exclamación o un signo de
interrogación al final de una oración.
1.5
Use a period, exclamation point, or
question mark at the end of sentences.
1.5
I can use a period, an exclamation mark,
or a question mark at the end of my
sentences.
1.5
Puedo usar un punto final, un signo de
exclamación o un signo de interrogación
al final de mis oraciones.
1.6
Use knowledge of the basic rules of
punctuation and capitalization when
writing.
1.6
I can use punctuation and capital letters
when I write.
1.6
Puedo usar puntuación y letras
mayúsculas cuando escribo.
1.7
Capitalize the first word of a sentence,
names of people, and the pronoun I.
1.7
I can use a capital letter at the beginning
of a sentence and people’s names. I
know to use a capital when I write the
word “I”.
1.7
Puedo usar mayúsculas al principio de
oraciones y de nombres propios. Se que
necesito usar una letra mayúscula
cuando escribo la palabra “I”
1.8
Spell three- and four-letter short vowel
words and grade-level-appropriate sight
words correctly.
1.8
I can spell 3 and 4 letter words with short
vowels. I can spell first grade words.
1.8
Puedo escribir palabras con 3 o 4 sonidos
cortos. Puedo escribir palabras de
primer grado.
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