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NCDPI Standard Course of Study


First grade students will:


  • Read a variety of texts in different settings.
  • Respond to texts in different ways.
  • Use conversational and literary language to express themselves.
  • Begin to develop effective listening and speaking skills.

Strands: Oral Language, Written Language, and Other Media/Technology


Goal 1

The learner will develop and apply enabling strategies and skills to read and write.

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle:

  • count syllables in a word.
  • blend the phonemes of one-syllable words.
  • segment the phonemes of one-syllable words.
  • change the beginning, middle, and ending sounds to produce new words.
  • create and state a series of rhyming words that may include consonant blends (e.g., flag, brag).


SMARTBoard Resources:

Construct A Word

1.02 Demonstrate decoding and word recognition strategies and skills:
  • generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.
  • use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.
  • recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two).
  • read compound words and contractions.
  • read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking).
  • read appropriate word families.

SMARTBoard Resources:

PBS Games: Chicken Stacker (vowels)

Spin and Spell

The Best Trampolini Game (word forms - ex.  good, better, best)

1.03 Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors.
1.04 Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rimes, length of word, ending letters).

SMARTBoard Resources:

Monkey Match
1.05 Increase vocabulary, concepts, and reading stamina by reading selfselected texts independently for 15 minutes daily. Self-selected texts should be consistent with the student's independent reading level.


Goal 2

The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
  2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers.
2.02 Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).
2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:
  • prior knowledge.
  • summary.
  • questions.
  • graphic organizers.
2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.
2.05 Predict and explain what will happen next in stories.
2.06 Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing).
2.07 Respond and elaborate in answering what, when, where, and how questions.
2.08 Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.
2.09 Read and understand simple written instructions..

Goal 3

The learner will make connections through the use of oral language, written language, and media and technology.
  3.01 Elaborate on how information and events connect to life experiences.
3.02 Recognize and relate similar vocabulary use and concepts across experiences with texts.
3.03 Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.
3.04 Share personal experiences and responses to experiences with text:
  • publishing non-print texts.
  • discussing interpretations.
  • recording personal responses.
3.05 Recognize how particular authors use vocabulary and language to develop an individual, recognizable voice.
3.06 Discuss authors'/speakers' use of different kinds of sentences to interest a reader/listener and communicate a message.
3.07 Compare authors' uses of conventions of language that aid readers including:
  • kinds of sentences.
  • capitalization of first word in a sentence and proper names.
  • punctuation to end a declarative and interrogative sentence.

Goal 4

The learner will apply strategies and skills to create oral, written, and

visual texts.


4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).
4.02 Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did ___ do) in simple texts.

SMARTBoard Resources:

Word Play
4.03 Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text).
4.04 Extend skills in using oral and written language:


  • clarifying purposes for engaging in communication.
  • using clear and precise language to paraphrase messages.
  • engaging in more extended oral discussions.
  • producing written products.
  • completing graphic organizers.
4.05 Write and/or participate in writing by using an author's model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem).
4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings) using a writing process.



Goal 5

The learner will apply grammar and language conventions to communicate effectively.
  5.01 Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words.
5.02 Apply phonics to write independently, using temporary and/or conventional spelling.
5.03 Write all upper and lower case letters of the alphabet, using correct letter formation.
5.04 Use complete sentences to write simple texts.
5.05 Use basic capitalization and punctuation:
  • first word in a sentence.
  • proper names.
  • period to end declarative sentence.
  • question mark to end interrogative sentence.
5.06 Self-monitor composition by using one or two strategies (e.g., rereading, peer conferences).
5.07 Use legible manuscript handwriting.


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