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CCGPS Gr. 1 Crosswalk

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CCGPS Gr. 1 Crosswalk

  1. 1. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education st st 1 CCGPS 1 GPS READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strand ELACC1RL1: Ask and answer questions about key ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student details in a text. (E) 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. ELACC1RL2: Retell stories, including key details, and ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student demonstrate understanding of their central message or d. Retells stories read independently or with a partner. lesson. (E) ELACC1RL3: Describe characters, settings, and major ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student events in a story, using key details. (E) 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. l. Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts. ELACC1RL4: Identify words and phrases in stories or ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of poems that suggest feelings or appeal to the senses. (G) literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: d. Identifies sensory details and figurative language. ELACC1RL5: Explain major differences between books ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student that tell stories and books that give information, a. Reads and listens to a variety of texts for information and pleasure. drawing on a wide reading of a range of text types. (G) ELA2R4 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student f. Distinguishes fact from fiction in a text. ELACC1RL6: Identify who is telling the story at various ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student points in a text. (W) Not addressed in first grade GPS, c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, but addressed in fourth grade. resolution) of a read-aloud or independently read text. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: c. Identifies the speaker of a poem or story. ELACC1RL7: Use illustrations and details in a story to ELAKR6 The student gains meaning from orally presented text. The student describe its characters, setting, or events. (G) b. Makes predictions from pictures and titles. f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student m. Recognizes and uses graphic features and graphic organizers to understand text. ELAKW1 The student begins to understand the principles of writing. The student b. Uses drawings, letters, and phonetically spelled words to create meaning. ELACC1RL8: (Not applicable to literature) ELACC1RL9: Compare and contrast the adventures and ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student experiences of characters in stories. (E) l. Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts. ELACC1RL10: With prompting and support, read prose ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. and poetry of appropriate complexity for grade 1.(G) Alignment: (W) Weak: Only minor aspects of Common Core were noted in GPS. (G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent. (E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 1 of 14 All Rights Reserved
  2. 2. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education st st 1 CCGPS 1 GPS READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strand ELACC1RI1: Ask and answer questions about key ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student details in a text. (G) 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. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student c. Generates questions before, during, and after reading. ELACC1RI2: Identify the main topic and retell key ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student details of a text. (E) g. Identifies the main idea and supporting details of informational text read or heard. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student i. Identifies and infers main idea and supporting details. ELACC1RI3: Describe the connection between two ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student individuals, events, ideas, or pieces of information in a f. Makes connections between texts and/or personal experiences. text. (W) l. Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts. ELACC1RI4: Ask and answer questions to help ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student determine or clarify the meaning of words and phrases b. Recognizes grade-level words with multiple meanings. in a text. (E) ELACC1RI5: Know and use various text features (e.g., ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student headings, tables of content, glossaries, electronic f. Distinguishes fact from fiction in a text. menus, icons) to locate key facts or information in a n. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. ELA4W3 The student uses research and technology to support writing. The student text. (G) b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents). ELACC1RI6: Distinguish between information provided ELAKR1 The student demonstrates knowledge of concepts of print. The student by pictures or other illustrations and information a. Recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade. provided by the words in a text. (G) ELAKR6 The student gains meaning from orally presented text. The student f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. ELACC1RI7: Use illustrations and details in a text to ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student describe its key ideas. (G) m. Recognizes and uses graphic features and graphic organizers to understand text. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. ELACC1RI8: Identify the reasons an author gives to ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student support points in a text. (G) g. Identifies the main idea and supporting details of informational text read or heard. i. Recognizes cause-and-effect relationships in text. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student o. Recognizes the author’s purpose. ELACC1RI9: Identify basic similarities in and differences ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student between two texts on the same topic (e.g., in l. Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts. illustrations, descriptions, or procedures). (W) ELACC1RI10: With prompting and support, read ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. informational texts appropriately complex for grade 1. ELA1R4 The student demonstrates the ability to read orally with speed, accuracy, and expression. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 2 of 14 All Rights Reserved
  3. 3. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education (G) Alignment: (W) Weak: Only minor aspects of Common Core were noted in GPS. (G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent. (E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 3 of 14 All Rights Reserved
  4. 4. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education st st 1 CCGPS 1 GPS READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strand ELACC1RF1: Demonstrate understanding of the ELA1R1 The student demonstrates knowledge of concepts of print. organization and basic features of print. (E) b. identifies the beginning and end of a paragraph. a. Recognize the distinguishing features of a sentence ELA1R1 The student demonstrates knowledge of concepts of print. The student (e.g., first word, capitalization, ending punctuation). (E) c. Demonstrates an understanding that punctuation and capitalization are used in all written sentences. ELACC1RF2: Demonstrate understanding of spoken ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words, syllables, and sounds (phonemes). (E) words. a. Distinguish long from short vowel sounds in spoken ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken single-syllable words. (E) words. The student d. Distinguishes between long and short vowel sounds in spoken, one-syllable words (can and cane). b. Orally produce single-syllable words by blending ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken sounds (phonemes), including consonant blends. (E) words. The student e. Orally blends two to four phonemes into recognizable and/or nonsense words. f. Automatically segments one-syllable words into sounds. c. Isolate and pronounce initial, medial vowel, and final ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken sounds (phonemes) in spoken single-syllable words.(E) words. The student a. Isolates beginning, middle, and ending sounds in single-syllable words. d. Segment spoken single-syllable words into their ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken complete sequence of individual sounds (phonemes). words. The student (E) f. Automatically segments one-syllable words into sounds. ELACC1RF3: Know and apply grade-level phonics and ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of word analysis skills in decoding words. (E) spoken words. a. Know the spelling-sound correspondences for ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of common consonant digraphs. (E) spoken words. The student c. Reads words containing consonant blends and digraphs. b. Decode regularly spelled one-syllable words. (E) ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student b. Applies knowledge of letter-sound correspondence to decode new words. c. Know final -e and common vowel team conventions ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of for representing long vowel sounds. (G) spoken words. The student a. Automatically generates the sounds for all letters and letter patterns, including long and short vowels. ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student d. Reads and spells words containing r-controlled vowels and silent letters. d. Use knowledge that every syllable must have a vowel ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of sound to determine the number of syllables in a printed spoken words. The student word. (E) b. Applies knowledge of letter-sound correspondence to decode new words. ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student f. Reads multisyllabic words. e. Decode two-syllable words following basic patterns ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 4 of 14 All Rights Reserved
  5. 5. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education by breaking the words into syllables. (E) spoken words. The student b. Applies knowledge of letter-sound correspondence to decode new words. ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student f. Reads multisyllabic words. f. Read words with inflectional endings. (G) 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. ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives. c. Reads compound words and contractions in grade appropriate texts. g. Recognize and read grade-appropriate irregularly ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spelled words. (G) spoken words. The student b. Applies knowledge of letter-sound correspondence to decode new words. c. Reads words containing consonant blends and digraphs. f. Reads words containing vowel digraphs and r-controlled vowels. ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives. c. Reads compound words and contractions in grade appropriate texts. ELACC1RF4: Read with sufficient accuracy and fluency ELA1R4 The student demonstrates the ability to read orally with speed, accuracy, and expression. to support comprehension. (G) a. Read on-level text with purpose and understanding. ELA1R4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student (G) c. Reads grade-level text with appropriate expression. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. b. Read on-level text orally with accuracy, appropriate ELA1R4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student rate, and expression on successive readings. (E) 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. c. Use context to confirm or self-correct word ELA1R4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student recognition and understanding, rereading as necessary. e .Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text. (G) Alignment: (W) Weak: Only minor aspects of Common Core were noted in GPS. (G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent. (E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 5 of 14 All Rights Reserved
  6. 6. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education st st 1 CCGPS 1 GPS WRITING (W) Color key: different grade level/ Color key: different domain or strand ELACC1W1: Write opinion pieces in which they ELA1W1 The student begins to understand the principles of writing. The student introduce the topic or the name of the book they are a. Writes texts of a length appropriate to address a topic and tell a story. writing about, state an opinion, supply a reason for ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student produces a persuasive piece that: the opinion, and provide some sense of closure. (E) 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. 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. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive and response to literature. The student produces a persuasive piece that: g. May include a sense of closure. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive and response to literature. The student produces a response to literature that: f. May include a sense of closure. ELACC1W2: Write informative/ explanatory texts in ELA1W1 The student begins to understand the principles of writing. The student which they name a topic, supply some facts about the a. Writes texts of a length appropriate to address a topic and tell a story. topic, and provide some sense of closure. (E) ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. 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). g. Begins to develop a sense of closure. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive and response to literature. The student produces informational writing that: e. May include a sense of closure. ELACC1W3: Write narratives in which they recount ELA1W1 The student begins to understand the principles of writing. The student two or more appropriately sequenced events, include a. Writes texts of a length appropriate to address a topic and tell a story. some details regarding what happened, use b. Describes an experience in writing. ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The temporal words to signal event order, and provide student will write a narrative that: some sense of closure. (E) a. Begins to capture a reader’s interest by writing a personal story. b. Begins to maintain a focus. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 6 of 14 All Rights Reserved
  7. 7. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education 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. f. Begins to develop a sense of closure. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive and response to literature. The student writes a narrative that: e. May include a sense of closure. ELACC1W4: (Begins in grade 3) ELACC1W5: With guidance and support from adults, ELAKW2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The focus on a topic, respond to questions and student produces a response to literature that: suggestions from peers, and add details to d. Pre-writes orally or written to generate ideas (graphic organizers, pictures). e. May include a draft developed from pre-writing. strengthen writing as needed. (E) ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The a. May include oral or written prewriting (graphic student produces a persuasive piece that: organizers). This element was added to CCGPS a. Captures a reader’s interest by stating a position/opinion. following the precision review process. b. Begins to maintain a focus. c. Adds details to support an opinion. ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. 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. 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. ELA1W1 The student begins to understand the principles of writing. The student c. Rereads writing to self and others, revises to add details, and edits to make corrections. ELACC1W6: With guidance and support from adults, ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The use a variety of digital tools to produce and publish student will write a narrative that: writing, including in collaboration with peers. (G) g. May include oral or written pre-writing (graphic organizer). h. May include a draft that is revised and edited. i. May be published. ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student produces informational writing that: h. May include oral or written prewriting (graphic organizers). i. May include a draft that is revised and edited. j. May be published. ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student produces a persuasive piece that: f. May include oral or written prewriting (graphic organizer). Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 7 of 14 All Rights Reserved
  8. 8. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education g. May include a draft that is revised and edited. h. May be published. ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student produces a response to literature that: f. May include oral or written prewriting (graphic organizers). g. May include a draft that is revised and edited. h. May be published. ELACC1W7: Participate in shared research and ELA1W1 The student begins to understand the principles of writing. The student writing projects (e.g., exploring a number of “how- k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a to” books on a given topic and use them to write a topic. sequence of instructions). (G) ELA4W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources. b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents). c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words). d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). ELACC1W8: With guidance and support from adults, ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The recall information from experiences or gather student produces informational writing that: information from provided sources to answer a f. Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather information to write about a topic. ELAKR6 The student gains meaning from orally presented text. The student question. (E) h. Retells important facts in the student’s own words. ELACC1W9: (Begins in grade 4) ELACC1W10: (Begins in grade 3) Alignment: (W) Weak: Only minor aspects of Common Core were noted in GPS. (G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent. (E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 8 of 14 All Rights Reserved
  9. 9. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education st st 1 CCGPS 1 GPS SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strand ELACC1SL1: Participate in collaborative conversations ELA1LSV1 The student uses oral and visual skills to communicate with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (G) a. Follow agreed-upon rules for discussions (e.g., ELA1LSV1 The student uses oral and visual skills to communicate. listening to others with care, speaking one at a time ELA3LSV1 The student uses oral and visual strategies to communicate. The student about the topics and texts under discussion). (W) a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Build on others’ talk in conversations by responding to ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student the comments of others through multiple exchanges. (E) g. Actively solicits another person’s comments or opinions. j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. c. Ask questions to clear up any confusion about the ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student topics and texts under discussion. (E) b. Asks relevant questions. d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”). ELACC1SL2: Ask and answer questions about key details ELAKR6 The student gains meaning from orally presented text in a text read aloud or information presented orally or d. Begins to distinguish fact from fiction in a read-aloud text. through other media. (G) ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. ELACC1SL3: Ask and answer questions about what a ELA1LSV1 The student uses oral and visual skills to communicate. speaker says in order to gather additional information c. Responds appropriately to orally presented questions. or clarify something that is not understood. (G) ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student b. Asks relevant questions. c. Responds to questions with appropriate information. f. Displays appropriate turn-taking behaviors. g. Actively solicits another person’s comments or opinions. h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. ELACC1SL4: Describe people, places, things, and events ELAKLSV1 The student uses oral and visual skills to communicate. The student with relevant details, expressing ideas and feelings e. Describes people, places, things, locations, and actions. clearly. (E) ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student: a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation. c. Engages the audience with appropriate verbal cues and eye contact. d. Projects a sense of individuality and personality in selecting and organizing content and in delivery. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 9 of 14 All Rights Reserved
  10. 10. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education e. Shapes content and organization ELACC1SL5: Add drawings or other visual displays to ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student descriptions when appropriate to clarify ideas, l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. thoughts, and feelings. (E) ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student: b. Uses notes, multimedia, or other memory aids to structure the presentation. ELACC1SL6: Produce complete sentences when ELA1LSV1 The student uses oral and visual skills to communicate. appropriate to task and situation. (See grade 1 e. Communicates effectively when relating experiences and retelling stories read, heard, or viewed. Language standards 1 and 3 on page 26 for specific f. uses complete sentences when speaking. expectations.) (E) ELA3C1 The student demonstrates understanding of the control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student e. Speaks and writes in complete and coherent sentences. Alignment: (W) Weak: Only minor aspects of Common Core were noted in GPS. (G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent. (E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 10 of 14 All Rights Reserved
  11. 11. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education st st 1 CCGPS 1 GPS LANGUAGE (L) Color key: different grade level/ Color key: different domain or strand ELACC1L1: Demonstrate command of the conventions ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the of standard English grammar and usage when writing appropriate application of conventions and grammar in both written and spoken formats. or speaking. (E) a. Print all upper- and lowercase letters. (E) ELAKW1 The student begins to understand the principles of writing. The student c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words. b. Use common, proper, and possessive nouns. (E) ELA1W1 The student begins to understand the principles of writing. The student f. Uses nouns (singular and plural) correctly. l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months). ELA2W1 The student begins to demonstrate competency in the writing process. The student m. Uses nouns (singular, plural, and possessive) correctly. c. Use singular and plural nouns with matching verbs in ELA1W1 The student begins to understand the principles of writing. The student basic sentences (e.g., He hops; We hop). (E) e. Writes in complete sentences with correct subject-verb agreement. f. Uses nouns (singular and plural) correctly. ELA1LSV1 The student uses oral and visual strategies to communicate. The student e. Communicates effectively when relating experiences and retelling stories read, heard, or viewed. d. Use personal, possessive, and indefinite pronouns ELA1W1 The student begins to understand the principles of writing. The student (e.g., I, me, my; they, them, their, anyone, everything). g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns. (E) h. Uses singular possessive pronouns. ELA2W1 The student begins to demonstrate competency in the writing process. The student n. Uses singular possessive pronouns. o. Uses singular and plural personal pronouns. ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. ii. Identifies and uses pronouns – personal, possessive, interrogative, demonstrative, reflexive, and indefinite. e. Use verbs to convey a sense of past, present, and ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the future (e.g., Yesterday I walked home; Today I walk appropriate application of conventions and grammar in both written and spoken formats. The student home; Tomorrow I will walk home). (E) c. Uses and identifies verb phrases and verb tenses. f. Use frequently occurring adjectives. (G) ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student will write a narrative that: e. Begins to develop characters and setting through dialogue and descriptive adjectives. ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb). ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student writes a narrative that: d. May include describing words. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces an informational writing that: d. May include describing words. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 11 of 14 All Rights Reserved
  12. 12. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a persuasive piece that: d. May include describing words. g. Use frequently occurring conjunctions (e.g., and, but, ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the or, so, because). (E) appropriate application of conventions and grammar in both written and spoken formats. The student a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). h. Use determiners (e.g., articles, demonstratives). GPS does not include reference to determiners. 6th grade includes demonstrative adjectives but there is no reference to demonstratives or articles. i. Use frequently occurring prepositions (e.g., during, ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the beyond, toward). (G) appropriate application of conventions and grammar in both written and spoken formats. The student a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). j. Produce and expand complete simple and compound ELA1W1 The student begins to understand the principles of writing. The student declarative, interrogative, imperative, and exclamatory i. Begins to write different types of sentences (e.g., simple/compound and declarative/interrogative). sentences in response to questions and prompts. (E) ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student h. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound). ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences). k. Prints with appropriate spacing between words and ELA1W1 The student begins to understand the principles of writing. The student sentences. This element was added to CCGPS following k. Prints with appropriate spacing between words and sentences. the precision review process. ELACC1L2: Demonstrate command of the conventions ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the of standard English capitalization, punctuation, and appropriate application of conventions and grammar in both written and spoken formats. spelling when writing. (E) a. Capitalize dates and names of people. (E) ELA1W1 The student begins to understand the principles of writing. The student l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months). b. Use end punctuation for sentences. (E) ELA1R1 The student demonstrates knowledge of concepts of print. The student c. Demonstrates an understanding that punctuation and capitalization are used in all written sentences. ELA1W1 The student begins to understand the principles of writing. The student l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months). c. Use commas in dates and to separate single words in ELA1W1 The student begins to understand the principles of writing. The student a series. (E) m. Uses commas in a series of items. ELA2W1 The student begins to demonstrate competency in the writing process. The student s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade-appropriate abbreviations. d. Use conventional spelling for words with common ELA1R1 The student demonstrates knowledge of concepts of print. The student spelling patterns and for frequently occurring irregular a. Understands that there are correct spellings for words. words. (G) ELA1W1 The student begins to understand the principles of writing. The student j. Begins to use common rules of spelling. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 12 of 14 All Rights Reserved
  13. 13. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education e. Spell untaught words phonetically, drawing on ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken phonemic awareness and spelling conventions.(G) words. The student a. Isolates beginning, middle, and ending sounds in single-syllable words. b. Identifies onsets and rimes in spoken one-syllable words. 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. 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. 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. 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. nd ELACC1L3: (Begins in 2 grade) ELACC1L4: Determine or clarify the meaning of ELA1R5 The student acquires and uses grade-level words to communicate effectively. unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. (G) a. Use sentence-level context as a clue to the meaning ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student of a word or phrase. (G) d. Determines the meaning of unknown words on the basis of context. b. Use frequently occurring affixes as a clue to the ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student meaning of a word. (E) j. Identifies word parts to determine meanings. ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, - ous, -ly). c. Identify frequently occurring root words (e.g., look) ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of and their inflectional forms (e.g., looks, looked, looking). spoken words. The student (E) d. Reads words with inflectional endings. ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, - ous, -ly). ELACC1L5: With guidance and support from adults, ELA1R5 The student acquires and uses grade-level words to communicate effectively. demonstrate understanding of word relationships and nuances in word meanings. (W) a. Sort words into categories (e.g., colors, clothing) to First grade science addresses the skills needed to sort. gain a sense of the concepts the categories represent. S1CS5. Students will communicate scientific ideas and activities clearly. (W) although strong match in GPS Science a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 13 of 14 All Rights Reserved
  14. 14. RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education b. Define words by category and by one or more key S1CS5. Students will communicate scientific ideas and activities clearly. attributes (e.g., a duck is a bird that swims; a tiger is a a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. large cat with stripes). (W) although strong match to GPS Science c. Identify real-life connections between words and No alignment their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student in manner (e.g., look, peek, glance, stare, glare, scowl) c. Identifies words that are opposites (antonyms) or have similar meanings (synonyms). and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. (G) ELACC1L6: Use words and phrases acquired through ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student conversations, reading and being read to, and a. Reads and listens to a variety of texts and uses new words in oral and written language. responding to texts, including using frequently b. Recognizes grade-level words with multiple meanings. occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). (G) Alignment: (W) Weak: Only minor aspects of Common Core were noted in GPS. (G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent. (E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 14 of 14 All Rights Reserved

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