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Language and Literacy Long-term Target-Goals
Grade 1 students will be able to:
Reading for Meaning

1. Read aloud from simple books independently.

2. Anticipate what happens next in a story.
3. Talk about events in a story and make simple inferences about
characters and events to show understanding.
4. Recognize story elements, e.g. beginning, middle and end.
5. Retell stories, with some appropriate use of story language.
6. Make links to own experiences.
7. Know the parts of a book, e.g. title page, contents.
8. Learn and recite simple poems. Learn about rhyme.
9. Read labels, lists, diagrams and captions to find information.


1. Print the English alphabet in upper- and lower-case letters.

2. Copy written information, following left-to-right and top-to-bottom
3. Write personal information (e.g., name, address)
4. Complete sentence patterns
5. Add words to sentence openers to complete a thought.
6. Compose and write a simple sentence that makes sense
7.Write simple storybooks with sentences to caption pictures
8. Begin to use some formulaic language, e.g. Once upon a time
9. Use a capital letter and a period, question mark or exclamation mark.
10. Record answers to questions, e.g. as lists, charts

11. Sort ideas and information by using the five-Ws framework: who,
what, when, where, why
12. Write a short recount of personally significant experiences

13. Write using simple steps in a procedure (recipe) and simple directions needs to peers and the teacher
2. retell stories and recount personal experiences to the class
3. ask questions or explore solutions to problems in small-group and
paired activities
4. share ideas and information that contribute to understanding in large
and small groups
5. manipulate the sounds of language in songs, chants, and poems
6. stay on topic and speak to the point
7. use a logical framework such as a beginning, middle, and end sequence
to retell a story read aloud by the teacher
8. use descriptive adjectives to clarify and add interest to a narrative
9. identify some non-verbal cues, including facial expression, gestures,
and eye contact, and use them in oral communications
10. use one or more appropriate visual aids to support or enhance oral


1.identify different listening sources (songs, chants, and poems)
2. enjoy and understand a story read aloud by the teacher
3. follow simple directions in large- and small-group settings
4. listen without interrupting and wait their turn to speak
5. show that they are paying attention and are interested by looking at
the speaker, nodding, or asking relevant questions
6. ask questions to check understanding during and after listening
7. exchange ideas with a peer in a paired sharing or small group
8. use background knowledge, familiar word order, and context to make
predictions about content or vocabulary before listening to an oral text

9. identify words or phrases that indicate whether an oral text is fact or

10. create mental pictures while listening to a read aloud and draw or
talk about what they visualized
11. use time-order words (first, then, next, finally, to retell a story they
have heard)
12. restate information from a movie, including a topic statement and
several supporting details
EFL Focus



Common action words (verbs)

Telling sentence, Asking sentence,
Am, is, are

Surprising sentence

Common present simple forms

basic prepositions of location and

[positive, negative, question] to

position to describe at, in, near,

give basic personal information.

next to, on to describe where

people and things are;

prepositions of time: on, in to talk
Imperative forms of common verbs

about days and time;

for basic commands and



Naming words (nouns)

Pronouns (subject and object)

Common nouns, Proper nouns

with to indicate accompaniment;

for to indicate recipient.

A, an, the (articles before a noun)


would you like + noun, to enquire;

Common present continuous forms

lets + verb;

[positive, negative, question] to

talk about what is happening now.


Has/Have + noun to describe and

like + verb + ing to express likes

ask about possessions.

and dislikes.

Basic adverbs of place here, there,

conjunction and to link words and

to say where things are.



can/cant to describe ability

Me too to give short answers.