• English Language Arts Georgia Standards  of Excellence


    We use the four square graphic organizer as a method to help students generate ideas, organizer their thoughts, and add details to their writing.  Please watch this excellent clip on the four square method created by first grade students.

     -Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

    Poster to help organize a persuasive writing piece.

    Here is a persuasive/opinion writing organizer.


    -Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

    Here is a template that will take you all the way from pre-writing to publishing for a nonfiction piece.

    -Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal even order, and provide some sense of closing.

    Here is a blank four square graphic organizer
    -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.
    a. May include oral or written prewriting (graphic organizers).
    Here is a printable 4 Square graphic organizer

    -With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.



    -Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
    a. Print all upper- and lowercase letters.
    b. Use common, proper, and possessive nouns.
    c. Use singular and plural nouns with matching verbs in basic sentences.
    d. Use personal, possessive, and indefinite pronouns
    e. Use verbs to convey a sense of past, present, and future.
    f. Use frequently occurring adjectives
    g. Use frequently occurring conjunctions.
    h. Use determiners
    i. Use frequently occurring prepositions.
    j. Produce and expand complete simple and compound declarative, imperative, and exclamatory sentences in response to questions and prompts.
    k. Prints with appropriate spacing between words and sentences.

    Try the handwriting for kids website if you need help teaching your child to form letters correctly. 

    To help your child place correct spacing in between words you can use a small smiley face sticker after each word or print these spacemen/women to glue on a popsicle stick to create a spacer.
    -Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    a. Capitalize dates and names of people.
    b. Use punctuation for sentences
    c. use commas in dates and to separate single words in a series.
    d. use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
    e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

    Capitals Poster

    -Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading content, choosing flexibly from an array of strategies.
    a. Use sentence-level context as a clue to the meaning of a word.
    b.Use frequently occurring affixes as a clue to the meaning of a word.
    c. identify frequently occurring root words and their inflectional forms.

    Context clues song and video

    -With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
    a. Sort words into categories.
    b. Define words by category and by one or more key attributes.
    c. Identify real-life connections between words and their use.
    d. Distinguish shades of meaning among verbs differing in manner by defining or choosing them or by acting out the meanings.

    Reading Foundations

    -Demonstrate understanding of the organization and basic features of print.
    a. Recognize the distinguishing features of a sentence.

    This site has a features of print sample test so you can see what students are expected to know.

    Blank concepts of print assessment form                                                                 

    -Demonstrate understanding of spoken words, syllables, and sounds.
    a. Distinguish long from short vowel sounds in spoken single-syllable words.
    b. Orally produce single-syllable words by blending sounds, including consonant blends.
    c. Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.
    d. Segment spoken single-syllable words into their complete sequence of individual sounds.

    Printable literacy center - students sort long and short vowel sounds

    -Know and apply grade-level phonics and word analysis skills in decoding words.
    a. Know the spelling-sound correspondences for common consonant digraphs.
    b. Decode regularly spelled one-syllable words.
    c. Know final -e and common vowel team conventions for representing long vowel sounds.
    d. Use knowledge that every syllable must have a vowel team sound to determine the number of syllables in a printed word.
    e. Decode two-syllable words following basic patterns by breaking the words into syllables.
    f. Read words with inflectional endings.
    g. Recognize and read grade-appropriate irregularly spelled words.
    -Read with sufficient accuracy and fluency to support comprehension.
    a. Read on-level text with purpose and understanding.
    b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
    c. Use context clues to confirm or self-correct word recognition and understanding, rereading as necessary.

    Reading Literary

    -Ask and answer questions about key details in a text.
    -Retell stories, including key details, and demonstrate understanding of their central message or lesson.
    -Describe characters, settings, and major events in a story, using key details.
    -Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
    -Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
    -Identify who is telling the story at various points in a text.



    Reading Informational

    -Ask and answer questions about key details in a text.
    -Identify the main topic and retell the key details of a text.
    -Describe the connection between two individuals, events, ideas, or pieces of information in a text.
    -Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

    Speaking and Listening

    -Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    a. follow agreed-upon rules for discussions.
    b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
    c. Ask questions to clear up any confusion about the topics and texts under discussion.
    -Ask and answer questions to clear up any confusion about the topics and texts under discussion