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Reading: LiteratureReading: Informational TextKey Ideas and DetailsQ1Q2Q3Q4Key Ideas and DetailsQ1Q2Q3Q4RL.1.1Ask and answer questions about key details in a text.RI.1.1Ask and answer questions about key details in a text.RL.1.2Retell stories, including key details, and demonstrate understanding of their central message or lesson.RI.1.2Identify the main topic and retell key details of a text.RL.1.2Describe characters, settings, and major events in a story, using key details.RI.1.2Describe the connection between two individuals, events, ideas, or pieces of information in a text.Craft and StructureQ1Q2Q3Q4Craft and StructureQ1Q2Q3Q4RL.1.4Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RI.1.4Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.RL.1.5Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.RL.1.6Identify who is telling the story at various points in a text.RI.1.6Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.Integration of Knowledge and IdeasQ1Q2Q3Q4Integration of Knowledge and IdeasQ1Q2Q3Q4RL.1.7Use illustrations and details in a story to describe its characters, setting, or events.RI.1.7Use the illustrations and details in a text to describe its key ideas.RL.1.8(Not applicable to literature)
RI.1.8Identify the reasons an author gives to support points in a text.RL.1.9Compare and contrast the adventures and experiences of characters in stories.RI.1.9Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).Range of Reading and Level of Text ComplexityQ1Q2Q3Q4Range of Reading and Level of Text ComplexityQ1Q2Q3Q4RL.1.10With prompting and support, read prose and poetry of appropriate complexity for grade 1.RI.1.10With prompting and support, read informational texts appropriately complex for grade 1.
Reading: Foundational SkillsPrint ConceptsQ1Q2Q3Q4RF.1.1Demonstrate understanding of the organization and basic features of print.RF.1.1aRecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).Phonological AwarenessQ1Q2Q3Q4RF.1.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes).RF.1.2aDistinguish long from short vowel sounds in spoken single-syllable words.RF.1.2bOrally produce single-syllable words by blending sounds (phonemes), including consonant blends.RF.1.2cIsolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.2dSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes).Phonics and Word RecognitionQ1Q2Q3Q4RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words.RF.1.3aKnow the spelling-sound correspondences for common consonant digraphs.RF.1.3bDecode regularly spelled one-syllable words.RF.1.3cKnow final -e and common vowel team conventions for representing long vowel sounds.RF.1.3dUse knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.RF.1.3eDecode two-syllable words following basic patterns by breaking the words into syllables.RF.1.3fRead words with inflectional endings.RF.1.3gRecognize and read grade-appropriate irregularly spelled words.FluencyQ1Q2Q3Q4RF.1.4Read with sufficient accuracy and fluency to support comprehension.RF.1.4aRead grade-level text with purpose and understanding.RF.1.4bRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.1.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
WritingText Types and PurposesQ1Q2Q3Q4W.1.1Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W.1.3Write 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.Production and Distribution of WritingQ1Q2Q3Q4W.1.4(Begins in grade 3)W.1.5With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.Research to Build and Present KnowledgeQ1Q2Q3Q4W.1.7Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.1.9(Begins in grade 4)Range of WritingQ1Q2Q3Q4W.1.10(Begins in grade 3)
Speaking and ListeningComprehension and CollaborationQ1Q2Q3Q4SL.1.1Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.SL.1.1aFollow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.1.1bBuild on others' talk in conversations by responding to the comments of others through multiple exchanges.SL.1.1cAsk questions to clear up any confusion about the topics and texts under discussion.SL.1.2Ask and answer questions about key details in a text read aloud or information presented orally or through other media.SL.1.3Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.Presentation of Knowledge and IdeasQ1Q2Q3Q4SL.1.4Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.SL.1.5Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.SL.1.6Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1and 3 for specific expectations.)
LanguageConventions of Standard EnglishQ1Q2Q3Q4L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.1.1aPrint all upper- and lowercase letters.L.1.1bUse common, proper, and possessive nouns.L.1.1cUse singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).L.1.1dUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).L.1.1eUse 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).L.1.1fUse frequently occurring adjectives.L.1.1gUse frequently occurring conjunctions (e.g., and, but, or, so, because).L.1.1hUse determiners (e.g., articles, demonstratives).L.1.1iUse frequently occurring prepositions (e.g., during, beyond, toward).L.1.1jProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.1.2aCapitalize dates and names of people.L.1.2bUse end punctuation for sentences.L.1.2cUse commas in dates and to separate single words in a series.L.1.2dUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words.L.1.2eSpell untaught words phonetically, drawing on phonemic awareness and spelling conventions.Knowledge of LanguageQ1Q2Q3Q4L.1.3(Begins in grade 2)Vocabulary Acquisition and UseQ1Q2Q3Q4L.1.4Determine 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.L.1.4aUse sentence-level context as a clue to the meaning of a word or phrase.L.1.4bUse frequently occurring affixes as a clue to the meaning of a word.L.1.4cIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).L.1.5With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.L.1.5aSort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.L.1.5bDefine 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).L.1.5cIdentify real-life connections between words and their use (e.g., note places at home that are cozy).L.1.5dDistinguish 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.L.1.6Use 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).
COMMON CORE STATE STANDARDS English Language Arts FIRST GRADE
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