Introduction to Debate Grade 1 (#5010101) 


This document was generated on CPALMS - www.cpalms.org
You are not viewing the current course, please click the current year’s tab.

Course Standards


Name Description
ELA.1.C.1.2: Write narratives that retell two or more appropriately sequenced events, including relevant details and a sense of closure.
Clarifications:
Clarification 1: See Writing Types.
ELA.1.C.1.3: Write opinions about a topic or text with at least one supporting reason from a source and a sense of closure.
Clarifications:
Clarification 1: See Writing Types.
ELA.1.C.1.4: Write expository texts about a topic, using a source, providing facts and a sense of closure.
Clarifications:
Clarification 1: See Writing Types.
ELA.1.C.1.5: With guidance and support from adults, improve writing, as needed, by planning, revising, and editing.
Clarifications:
Clarification 1: As needed refers to the fact that sometimes instruction will focus on a specific skill or part of the process. In those instances, only the applicable activity will be engaged in.
ELA.1.C.2.1: Present information orally using complete sentences and appropriate volume.
Clarifications:
Clarification 1: For further guidance, see the Elementary Oral Communication Rubric.
ELA.1.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows: 
  • Capitalize proper nouns. 
  • Form and use simple verb tenses for regular verbs by adding the affix -ed. 
  • Form and use complete simple sentences. 
  • Use possessives. 
  • Use subject-verb agreement in simple sentences. 
Skills to be implemented but not yet mastered are as follows: 
  • Form plurals -y to -ies. 
  • Conjugate regular and irregular verb tenses. 
  • Form and use regular and frequently occurring irregular plural nouns. 
  • Form and use the past tense of frequently occurring irregular verbs. 
  • Use apostrophes to form contractions. 
  • Appropriately use pronouns. 
  • Use commas in a series. 
  • Use plural possessives. 
  • Use interjections. 
Clarification 2: See Convention Progression by Grade Level for more information. 
ELA.1.C.4.1: Participate in research to gather information to answer a question about a single topic.
Clarifications:
Clarification 1: The question could ask for an explanation or could ask how to do something, where the appropriate response could be to give a sequence of steps or instructions.
ELA.1.C.5.1: Use a multimedia element to enhance oral or written tasks.
Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, a drawing, picture, artifact, audio or digital representation.
At this grade level, the element should relate to the task. As long as the student is able to explain how the picture relates, the multimedia element is suitable. The element may be shared at the beginning or added on to the end instead of shared during the course of the task. There is no expectation that the element be integrated into the task.
ELA.1.R.1.1: Identify and describe the main story elements in a story.
Clarifications:
Clarification 1: Main story elements for the purpose of this benchmark are the setting, characters, and sequence of events of a story. 

Clarification 2: In describing the characters, students can describe appearance, actions, feelings, and thoughts of the characters. Students will explain what in the text their description is based on. 

Clarification 3: For setting, students will discuss where the events of the story are happening. The time element of setting should only be addressed in texts where it is explicitly indicated.

ELA.1.R.1.2: Identify and explain the moral of a story.
Clarifications:
Clarification 1: This benchmark introduces the moral of a story as a precursor to theme in 2nd grade. A moral is the lesson of a story. During instruction, let students know that not all stories have a lesson by referring to stories read that did not have a moral or a lesson.
ELA.1.R.1.3: Explain who is telling the story using context clues.
Clarifications:
Clarification 1: Students will use the term “narrator” to refer to the speaker telling the story. Students will determine if the narrator is a character in the story or a speaker outside of the story. Students will give reasons why they know who is speaking.
ELA.1.R.1.4: Identify stanzas and line breaks in poems.
Clarifications:
Clarification 1: This benchmark can be paired with R.1.1, R.1.2, R.1.3 and R.3.2 for instruction with story poems.
ELA.1.R.2.1: Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to demonstrate understanding of texts.
ELA.1.R.2.2: Identify the topic of and relevant details in a text.
ELA.1.R.2.3: Explain similarities and differences between information provided in visuals and words in an informational text.
Clarifications:
Clarification 1: When explaining similarities and differences, students will also explain how the visuals and words help the reader make sense of the topic. 

Clarification 2: During instruction, give students opportunities to see visual representations of similarities and differences using tools such as Venn diagrams or T-charts.

ELA.1.R.2.4: Identify an author’s opinion(s) about the topic.
ELA.1.R.3.1: Identify and explain descriptive words and phrases in text(s).
Clarifications:
Clarification 1: Continue to expose students to the academic vocabulary word “adjective.” Discussion should focus on how the descriptive words add meaning to the text.
ELA.1.R.3.2: Retell a text in oral or written form to enhance comprehension.
  1. Use main story elements at the beginning, middle, and end for a literary text.
  2. Use topic and important details for an informational text.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.1.R.3.3: Compare and contrast two texts on the same topic.
Clarifications:
Clarification 1: Students are being asked to compare and contrast. During instruction, give students opportunities to see visual representations of similarities and differences using tools such as Venn diagrams or T-charts.
ELA.1.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarifications:
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, are vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Introduction to Debate First Grade is to be a course to develop students' beginning awareness, understanding, and application of language arts as it applies to oral communication concepts and strategies in a variety of given settings. A majority of First Grade English Language Arts standards have been included.


GENERAL NOTES

The content should include, but not be limited to, the following:

• learning and practicing a variety of speech formats

• learning and demonstrating appropriate formal and informal public speaking techniques for audience, purpose, and occasion

o eye contact and body movements

o voice register and choices of language

o use of standard English

• using research and writing skills to support selected topics and points of view

o across a range of disciplines

o using a range of sources, including digital

• collaboration amongst peers, especially during the drafting and practicing stages


General Information

Course Number: 5010101 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: English/Language Arts > SubSubject: General >
Abbreviated Title: INTRO TO DEBATE GR 1
Course Type: Elective Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 1



Educator Certifications

Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6)
Primary Education (K-3)
Prekindergarten/Primary Education (Age 3 through Grade 3)
English (Elementary Grades 1-6)


There are more than 1453 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22050