📌Language Standards (L): Conventions of Standard English17 standards
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, and possessive nouns
Use common, proper, and possessive nouns.
L.1.1c
Use singular and 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, and indefinite pronouns
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
L.1.1e
Use verbs to convey past, present, and 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 complete 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 in a series
Use commas in dates and to separate single words in a series.
L.1.2d
Use conventional spelling for common 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.
📌Language Standards (L): Vocabulary Acquisition and Use10 standards
L.1.4Determine meaning of unknown and 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 root words and their inflectional forms
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 key 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 and adjectives
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 words and phrases acquired through conversation
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 Informational Text (RI): Craft and Structure3 standards
RI.1.4
Ask and answer questions to clarify word meaning
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5
Use text features to locate key facts
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.6
Distinguish picture information from word information
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
📌Reading Standards for Informational Text (RI): Integration of Knowledge and Ideas3 standards
RI.1.7
Use illustrations and details 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 and differences between texts
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
📌Reading Standards for Informational Text (RI): Key Ideas and Details3 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 and retell key details
Identify the main topic and retell key details of a text.
RI.1.3
Describe connections between individuals, events, ideas
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
📌Reading Standards for Informational Text (RI): Range of Reading and Level of Text Complexity1 standard
RI.1.10
Read informational texts with support
With prompting and support, read informational texts appropriately complex for grade 1.
📌Reading Standards for Literature (RL): Craft and Structure3 standards
RL.1.4
Identify words/phrases suggesting feelings
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.5
Explain differences between story and informational 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.
📌Reading Standards for Literature (RL): Integration of Knowledge and Ideas3 standards
RL.1.7
Use illustrations and details to describe story
Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.8
Not applicable to literature
(Not applicable to literature)
RL.1.9
Compare and contrast characters' adventures
Compare and contrast the adventures and experiences of characters in stories.
📌Reading Standards for Literature (RL): Key Ideas and Details3 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 and demonstrate understanding
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3
Describe characters, settings, and major events
Describe characters, settings, and major events in a story, using key details.
📌Reading Standards for Literature (RL): Range of Reading and Level of Text Complexity1 standard
RL.1.10
Read prose and poetry with support
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.1.1Understand organization and basic features of print1 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).
📌Speaking and Listening Standards (SL): Comprehension and Collaboration6 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 rules for discussions
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 multiple 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.1.2
Ask and answer questions about key details
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3
Ask and answer questions about a speaker's remarks
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
📌Speaking and Listening Standards (SL): Presentation of Knowledge and Ideas3 standards
SL.1.4
Describe people, places, things, events with detail
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5
Add drawings to clarify ideas and feelings
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6
Produce complete sentences as appropriate
Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)
📌Writing Standards (W): Production and Distribution of Writing2 standards
W.1.5
Focus on a topic and strengthen writing with 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 produce and publish writing
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
📌Writing Standards (W): Research to Build and Present Knowledge2 standards
W.1.7
Participate in shared research and writing 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 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.
📌Writing Standards (W): Text Types and Purposes3 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 with 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.