Reading standards for Literature

Key Ideas and Details

1. Ask and answer questions about key details in a text.
2. Retell stories, including key details , and demonstrate understanding of their central message or lesson.
3. Describe characters, settings, and major events in a story, using key details.
Craft and Structure
4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
5. Explain major differences between books that tell stories and books that give information, drawing on a
wide reading or a range of text types.
6. Identify who is telling the story at various points in a text.
Integrations of Knowledge and Ideas
7. Use illustrations and details in a story to describe its characters, setting, or events.
8. (not applicable to literature)
9. Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity
10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading standards for Informational Text

Key Ideas and Details
1. Ask and answer questions about key details in a text.
2. Identify the main topic and retell key details of a text.
3. Describe the connections between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
5. Know and use various text features (e.g.,, headings tables of contencts, glossaries, electronic menus,
icons) to locate key facts or information in a text.
6. Distinguish between information provided by pictures or other illustrations and information provided by
the words in a text.
Integrations of Knowledge and Ideas
7. Use illustrations and details in a text to describe its key ideas.
8. Identify the reason an author gives to support points in a text.
9. Identify 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 Complexity
10. With prompting and support, read informational texts appropriately complex for grade 1.

Reading standards: Foundational Skills

Print Concepts
1. 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).
Phonological Awareness
2. 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) in spoken single- syllable words.
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).
Phonics and Word Recognition
3. 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.
Fluency
4. Read with sufficient accuracy an fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards for Grade 1

Text Types and Purposes
1. Write 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.
2. Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
3. 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.
Production and Distribution of Writing
4. (Begins in grade 3).
5. 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.
6. With 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 Knowledge
7. Participate 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).
8. With guidance and support from adults, recall information from experiences or gather information from
experiences or gather information from provided sources to answer a question.
9. (Begins in grade 4).
Range of Writing
10. (Begins in grade 3.)

Speaking and Listening Standards for Grade 1

Comprehension and Collaboration
1. 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 discussion (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.
2. Ask and answer questions about key details in text read aloud or information presented orally or through
other media.
3. Ask and answer questions about what a speaker says in order to gather additional information or clarify
something that is not understood.
Presentation and Knowledge of Ideas
4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and
feelings.
6. Produce complete sentences when appropriate to task and situation. (See Language 1.1 and 1.3 for specific
expectations.)

Language Standards for Grade 1

Conventions of Standard English
1.

Demonstrate command of the conventions of standard English grammar and usage when writing and
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.).
d. Use personal, possessive, and indefinite pronouns.
e. Use verbs to convey a sense of past, present, and future.
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).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and
exclamatory sentences in response to prompts.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize dates and names of people.
b. Use and 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.
Knowledge of Language
3. (Begins in Grade 2.)
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of inknown an 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 a 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).
5. 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 that has 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) an adjectives differing in intensity (e.g., large, gigantic) by defining of choosing them
or by acting out the meanings.
6. Use words and phrases acquired through conventions, reading and being read to, and responding to
texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my
hamster Niblet because she nibbles too much because she likes that).

Common Core
ELA Standards
Grade 1