L.1.1Demonstrate command of grammar and usage10 sub-parts
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1a
Print all upper- and lowercase letters
Print all upper- and lowercase letters.
L.1.1b
Use common, proper, possessive nouns
Use common, proper, and possessive nouns.
L.1.1c
Use singular/plural nouns with matching verbs
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
L.1.1d
Use personal, possessive, indefinite pronouns
Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). CA
L.1.1e
Use verbs to convey past/present/future
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).
L.1.1f
Use frequently occurring adjectives
Use frequently occurring adjectives.
L.1.1g
Use frequently occurring conjunctions
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1h
Use determiners
Use determiners (e.g., articles, demonstratives).
L.1.1i
Use frequently occurring prepositions
Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1j
Produce and expand sentence types
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
L.1.2Demonstrate command of capitalization/punctuation/spelling5 sub-parts
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2a
Capitalize dates and names of people
Capitalize dates and names of people.
L.1.2b
Use end punctuation for sentences
Use end punctuation for sentences.
L.1.2c
Use commas in dates and series
Use commas in dates and to separate single words in a series.
L.1.2d
Use conventional spelling patterns
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2e
Spell untaught words phonetically
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.4Determine meaning of unknown/multiple-meaning words3 sub-parts
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.
L.1.4a
Use sentence-level context as a clue
Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4b
Use frequently occurring affixes as a clue
Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4c
Identify frequently occurring root words
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5Demonstrate understanding of word relationships4 sub-parts
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5a
Sort words into categories
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5b
Define words by category and attributes
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).
L.1.5c
Identify real-life connections between words
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5d
Distinguish shades of meaning among verbs
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.
L.1.6
Use acquired words and phrases
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., because).
📌Reading Standards for Foundational Skills (RF)19 standards
RF.1.1Demonstrate understanding of print organization1 sub-part
Demonstrate understanding of the organization and basic features of print.
RF.1.1a
Recognize distinguishing features of a sentence
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2a
Distinguish long from short vowel sounds
Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2b
Orally blend sounds into words
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2c
Isolate and pronounce phonemes
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.2d
Segment words into individual sounds
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.3Apply grade-level phonics and word analysis7 sub-parts
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA
RF.1.3a
Know spelling-sound correspondences for digraphs
Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3b
Decode regularly spelled one-syllable words
Decode regularly spelled one-syllable words.
RF.1.3c
Know final -e and vowel team conventions
Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3d
Determine syllables using vowel sounds
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3e
Decode two-syllable words
Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3f
Read words with inflectional endings
Read words with inflectional endings.
RF.1.3g
Read grade-appropriate irregular words
Recognize and read grade-appropriate irregularly spelled words.
RF.1.4Read with accuracy and fluency3 sub-parts
Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a
Read on-level text with understanding
Read on-level text with purpose and understanding.
RF.1.4b
Read on-level text orally with accuracy
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4c
Use context to self-correct
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
📌Reading Standards for Informational Text (RI)12 standards
RI.1.1
Ask and answer questions about key details
Ask and answer questions about key details in a text.
RI.1.2
Identify main topic, retell key details
Identify the main topic and retell key details of a text.
RI.1.3
Describe connection between ideas
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.4
Determine or clarify meaning of words
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4-6 for additional expectations.) CA
RI.1.5
Use text structures/features to locate facts
Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CA
RI.1.6
Distinguish picture info from word info
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.7
Use illustrations to describe key ideas
Use the illustrations and details in a text to describe its key ideas.
RI.1.8
Identify reasons author gives to support points
Identify the reasons an author gives to support points in a text.
RI.1.9
Identify similarities/differences between texts
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.1.10Read informational texts with support2 sub-parts
With prompting and support, read informational texts appropriately complex for grade 1.
RI.1.10a
Activate prior knowledge
Activate prior knowledge related to the information and events in a text. CA
RI.1.10b
Confirm predictions about text
Confirm predictions about what will happen next in a text. CA
📌Reading Standards for Literature (RL)11 standards
RL.1.1
Ask and answer questions about key details
Ask and answer questions about key details in a text.
RL.1.2
Retell stories, understand central message
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3
Describe characters, settings, major events
Describe characters, settings, and major events in a story, using key details.
RL.1.4
Identify words/phrases suggesting feelings
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4-6 for additional expectations.) CA
RL.1.5
Explain differences between story and info books
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
RL.1.6
Identify who is telling the story
Identify who is telling the story at various points in a text.
RL.1.7
Use illustrations to describe characters/setting
Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.9
Compare and contrast characters' adventures
Compare and contrast the adventures and experiences of characters in stories.
RL.1.10Read prose and poetry with support2 sub-parts
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RL.1.10a
Activate prior knowledge
Activate prior knowledge related to the information and events in a text. CA
RL.1.10b
Confirm predictions about text
Confirm predictions about what will happen next in a text. CA
📌Speaking and Listening Standards (SL)11 standards
SL.1.1Participate in collaborative conversations3 sub-parts
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a
Follow agreed-upon discussion rules
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).
SL.1.1b
Build on others' talk through exchanges
Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1c
Ask questions to clear up confusion
Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2Ask and answer questions about key details1 sub-part
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.2a
Give, restate, follow two-step directions
Give, restate, and follow simple two-step directions. CA
SL.1.3
Ask/answer questions to gather info
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.4a
Memorize and recite poems/rhymes/songs
Memorize and recite poems, rhymes, and songs with expression. CA
SL.1.5
Add drawings to clarify ideas
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6
Produce complete sentences as needed
Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)
📌Writing Standards (W)7 standards
W.1.1
Write opinion pieces with a reason
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.
W.1.2
Write informative/explanatory texts
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.3
Write narratives of sequenced events
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.
W.1.5
Focus on topic, respond to peer feedback
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.
W.1.6
Use digital tools to publish writing
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.7
Participate in shared research projects
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).
W.1.8
Recall or gather information to answer a question
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.