First+Grade+Apps

PLEASE FEEL FREE TO ADD ANY ADDITIONAL APPS TO THE APPROPRIATE STANDARDS
 * BELOW, YOU WILL FIND YOUR FIRST GRADE COMMON CORE STANDARDS**

__ ELA __ 1st Grade LA


 * //__Key Ideas and Details__//**


 * //READING LITERARY (RL)//**

ELACC1RL1: Ask and answer questions about key details in a text. ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. Story Kit ELACC1RL3: Describe characters, settings, and major events in a story, using key details. Story Kit

ELACC1RI1: Ask and answer questions about key details in a text. ELACC1RI2: Identify the main topic and retell key details of a text. Speech with Milo; interactive storybook ELACC1RI3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
 * //READING INFORMATIONAL (RI//** )


 * //__Craft and Structure__//**

ELACC1RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Instant Poetry ELACC1RL5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. ELACC1RL6: Identify who is telling the story at various points in a text
 * //READING LITERARY (RL)//**

ELACC1RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ELACC1RI5: Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. . ELACC1RI6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
 * //READING INFORMATIONAL (RI//** )


 * //__Integration of Knowledge and Ideas__//**

ELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or events. Story Kit ELACC1RL8: (Not applicable to literature) ELACC1RL9: Compare and contrast the adventures and experiences of characters in stories.
 * //READING LITERARY (RL)//**

ELACC1RI7: Use illustrations and details in a text to describe its key ideas. ELACC1RI8: Identify the reasons an author gives to support points in a text. ELACC1RI9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
 * //READING INFORMATIONAL (RI//** )


 * //__Range of Reading and Level of Text Complexity__//**

ELACC1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELACC1RI10: With prompting and support, read informational texts appropriately complex for grade 1.
 * //READING LITERARY (RL)//**
 * //READING INFORMATIONAL (RI//** )


 * //READING FOUNDATIONAL (RF)//**

ELACC1RF1: Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
 * //__Print Concepts__//**

ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
 * //__Phonological Awareness__//**

ELACC1RF3: 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 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. Little Speller
 * //__Phonics and Word Recognition__//**

Spell Blocks with Sight Words Sight Word Photo Touch

ELACC1RF4: Read with sufficient accuracy and fluency to support comprehension.
 * //__Fluency__//**

LAZ Reader - Making Pizza - F & P Level: E

LAZ Reader - The Three Little Pigs - F & P Level: F

LAZ Reader - A Seed Grows - F & P Level: G

LAZ Reader - Discovering Dinolaurs - F & P Level I a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Sleeping Beauty1st Grade Reading- I Like Water1st Grade Reading- I Like Writing. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


 * //WRITING (W)//**


 * //__Text Types and Purposes__//**

ELACC1W1: 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. ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. ELACC1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Speech with Milo; sequencing This is my story ELACC1W4: (Begins in grade 3) ELACC1W5: 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). ELACC1W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Story Kit This is My Story
 * //__Production and Distribution of Writing__//**

__//**Research to Build and Present Knowledge**//__ ELACC1W7: Participate in shared research and writing projects (e.g., exploring a number of “how-to” books on a given topic and use them to write a sequence of instructions). ELACC1W8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. ELACC1W9: (Begins in grade 4)

ELACC1W10: (Begins in grade 3)
 * //__Range of Writing__//**


 * //SPEAKING AND LISTENING (SL)//**

ELACC1SL1: 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 (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 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. ELACC1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ELACC1SL3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ELACC1SL4: Describe people, places, things, and events with relevant details expressing ideas and feelings clearly.
 * //__Comprehension and Collaboration__//**
 * //__Presentation of Knowledge and Ideas__//**

ELACC1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Instant Poetry ELACC1SL6: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

1st Grade English Language Arts Common Core Georgia Performance Standards (ELACCGPS)


 * //LANGUAGE (L)//**


 * //__Conventions of Standard English__//**

ELACC1L1: Demonstrate command of the conventions of standard English grammar and usage when writing or 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 (e.g., He hops; We hop). Speech with Milo-verbs (good for whole group teaching) d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). e. 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). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). Preposition Builder Splingo Prepositions j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to questions and prompts. k. Prints with appropriate spacing between words and sentences. ELACC1L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end 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. Magnetic Alphabet HD


 * //__Knowledge of Language__//**

ELACC1L3: (Begins in 2nd grade)


 * //__Vocabulary Acquisition and Use__//**

ELACC1L4: 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). ELACC1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. 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). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. 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. ELACC1L6: 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., I named my hamster Nibblet because she nibbles too much because she likes that).

__ MATH __

1st Grade Math


 * //Operations and Algebraic Thinking 1.OA//**

MCC1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Robo Learning

MCC1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Number Rack Addition Word Problems


 * //__Understand and apply properties of operations and the relationship between addition and subtraction.__//**

MCC1.OA.3 Apply properties of operations as strategies to add and subtract.5 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Ten Frame Fill

MCC1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Adventure
 * //__Add and subtract within 20__//**

MCC1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). MCC1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Adventures under the sea Subtraction Math Friendzy

Computer Carl Splash Math

Number Rack Adventures Undersea Substraction Match-Up Math Math Board

Banana Math

I learn with Poko

Squeebles Additoin & Subtraction

Squeebles Mahs Bingo


 * //__Work with addition and subtraction equations__//**

MCC1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. MCC1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 = Δ.


 * //Number and Operations in Base Ten 1.NBT//**


 * //__Extend the counting sequence__//**

MCC1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Bugs and Math
 * //__Understand place value__//**

MCC1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Math Slide: tens & ones

MCC1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Elementary Connection Common Core Number and Operations in Base Ten

AB Math Mondiso


 * //__Use place value understanding and properties of operations to add and subtract.__//**

MCC1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Math Bug Lite Math Zombies MCC1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. MCC1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Measurement HD MCC1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time. MCC1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Represent and interpret data. MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
 * //Measurement and Data 1.MD//**
 * //__Measure lengths indirectly and by iterating length units__//**


 * //Geometry 1.G//**

MCC1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. MCC1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Pattern Blocks by Brainingcamp
 * //__Reason with shapes and their attributes.__//**

My First Tangrams Tan Zen Tangram XL MCC1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.