NY Next Generation ELA Learning Standards (Grade 1) | Free Standards Reference

📌 Language Standards — Vocabulary Acquisition and Use 10 standards

1L4 Determine meaning choosing flexibly from strategies 3 sub-parts

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.

1L4a

Use sentence-level context as clue to meaning

Use sentence-level context as a clue to the meaning of a word or phrase.

1L4b

Use frequently occurring affixes as clue

Use frequently occurring affixes as a clue to the meaning of a word.

1L4c

Identify root words and inflectional forms

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

1L5 Demonstrate understanding of word relationships 4 sub-parts

Demonstrate understanding of word relationships and nuances in word meanings.

1L5a

Sort words into categories

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

1L5b

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).

1L5c

Use words for identification/description

Use words for identification and description, making connections between words and their use (e.g., places at home that are cozy).

1L5d

Distinguish shades of meaning among verbs/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.

1L6

Use words/phrases including conjunctions

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 (Literary and Informational Text) — Craft and Structure 3 standards

1R4

Identify words expressing feelings/senses

Identify specific words that express feelings and senses. (RI&RL)

1R5

Identify genres, explain literary/informational diff

Identify a variety of genres and explain major differences between literary texts and informational texts. (RI&RL)

1R6

Describe how illustrations support point of view

Describe how illustrations and details support the point of view or purpose of the text. (RI&RL)

📌 Reading Standards (Literary and Informational Text) — Integration of Knowledge and Ideas 3 standards

1R7

Use illustrations/details to discuss elements/topics

Use illustrations and details in literary and informational texts to discuss story elements and/or topics. (RI&RL)

1R8

Identify info supporting ideas in a text

Identify specific information an author or illustrator gives that supports ideas in a text. (RI&RL)

1R9

Make connections between self and text

Make connections between self and text (texts and other people/ world). (RI&RL)

📌 Reading Standards (Literary and Informational Text) — Key Ideas and Details 3 standards

1R1

Develop/answer questions about key ideas/details

Develop and answer questions about key ideas and details in a text. (RI&RL)

1R2

Identify main topic, retell important details

Identify a main topic or central idea in a text and retell important details. (RI&RL)

1R3

Describe characters, settings, events, info

Describe characters, settings, and major events in a story, or pieces of information in a text. (RI&RL)

📌 Reading Standards: Foundational Skills — Fluency 3 standards

1RF4 Read beginning texts with accuracy/fluency 2 sub-parts

Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.

1RF4a

Read texts orally with accuracy/rate/expression

Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.

1RF4b

Use context to self-correct word recognition

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

📌 Reading Standards: Foundational Skills — Phonics and Word Recognition 8 standards

1RF3 Apply phonics and word analysis skills 7 sub-parts

Know and apply phonics and word analysis skills in decoding words.

1RF3a

Know letter-sound correspondences for blends/digraphs

Know the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th).

1RF3b

Decode long vowel sounds in one-syllable words

Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams).

1RF3c

Decode regularly spelled one-syllable words

Decode regularly spelled one-syllable words.

1RF3d

Determine number of syllables in a word

Determine the number of syllables in a printed word by using knowledge that every syllable must have a vowel sound.

1RF3e

Decode two-syllable words by breaking into syllables

Decode two-syllable words following basic patterns by breaking the words into syllables.

1RF3f

Recognize root words and simple suffixes

Recognize and identify root words and simple suffixes (e.g. run, runs, walk, walked)

1RF3g

Read common high-frequency words by sight

Read most common high-frequency words by sight

📌 Reading Standards: Foundational Skills — Phonological Awareness 4 standards

1RF2 Demonstrate understanding of spoken words/sounds 3 sub-parts

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

1RF2a

Count, blend, segment consonant blend syllables

Count, blend and segment single syllable words that include consonant blends.

1RF2b

Create new words by manipulating phonemes

Create new words by manipulating individual sounds (phonemes) in spoken one-syllable words.

1RF2c

Manipulate phonemes in single-syllable words

Manipulate individual sounds (phonemes) in single-syllable spoken words.

📌 Reading Standards: Foundational Skills — Print Concepts 2 standards

1RF1 Demonstrate understanding of print organization 1 sub-part

Demonstrate understanding of the organization and basic features of print.

1RF1a

Recognize distinguishing features of a sentence

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

📌 Speaking and Listening Standards — Comprehension and Collaboration 7 standards

1SL1 Participate in collaborative conversations 4 sub-parts

Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).

1SL1a

Follow rules, actively listen, take turns

Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic.

1SL1b

Build on others' talk through exchanges

Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

1SL1c

Ask questions to clear up confusion

Ask questions to clear up any confusion about topics and texts under discussion.

1SL1d

Consider individual differences communicating

Consider individual differences when communicating with others.

1SL2

Develop/answer questions about key details

Develop and answer questions about key details in diverse texts and formats.

1SL3

Develop/answer questions, identify speaker's view

Develop and answer questions to clarify what the speaker says and identify a speaker's point of view.

📌 Speaking and Listening Standards — Presentation of Knowledge and Ideas 3 standards

1SL4

Describe familiar people/places/things/events

Describe familiar people, places, things, and events with relevant details expressing ideas clearly.

1SL5

Create/utilize visual displays to clarify ideas

Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.

1SL6

Express thoughts/feelings using complete sentences

Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience.

📌 Writing Standards — Research to Build and Present Knowledge 2 standards

1W6

Develop questions, participate in shared research

Develop questions and participate in shared research and explorations to answer questions and to build knowledge.

1W7

Recall/represent relevant information

Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways.

📌 Writing Standards — Text Types and Purposes 4 standards

1W1

Write opinion with two or more reasons

Write an opinion on a topic or personal experience; give two or more reasons to support that opinion.

1W2

Write informative text introducing a topic

Write an informative/explanatory text to introduce a topic, supplying some facts to develop points, and provide some sense of closure.

1W3

Write narratives recounting experiences/events

Write narratives which recount real or imagined experiences or events or a short sequence of events.

1W4

Create response to text/author/theme/experience

Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, artwork, or other).