Rding/Wrtng Standards

Reading Standards for Literature

Key Ideas and Details

·        Ask and answer questions about key details in a text.

·        Retell stories, including key details, and demonstrate understanding of their central message or lesson.

·        Describe characters, settings, and major events in a story, using key details.

 

Craft and Structure

·        Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

·        Explain major differences between books that tell stories and books that give information.

·        Identify who is telling the story at various points in a text.

 

Integration of Knowledge and Ideas

·        Use illustrations and details in a story to describe its characters, setting, or events.

·        Compare and contrast the adventures and experiences of characters in stories.

 

Range of Reading and Level of Text Complexity

·        With prompting and support, read prose and poetry of appropriate complexity for grade 1.

 

Reading Standards for Informational Text

Key Ideas and Details

·        Ask and answer questions about key details in a text.

·        Identify the main topic and retell key details of a text.

·        Describe the connection between two individuals, events, ideas, or pieces of information in a text.

 

Craft and Structure

·        Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

·        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.

·        Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

 

Integration of Knowledge and Ideas

·        Use the illustrations and details in a text to describe its key ideas.

·        Identify the reasons an author gives to support points in a text.

·        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

·        With prompting and support, read informational texts appropriately complex for grade 

 

Reading Standards: Foundational Skills

Print Concepts

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

 

Phonological Awareness

·        Distinguish long from short vowel sounds in spoken single-syllable words.

·        Orally produce single-syllable words by blending sounds.

·        Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.

·        Segment spoken single-syllable words into their complete sequence of individual sounds.

 

Phonics and Word Recognition

·        Know the spelling-sound correspondences for common consonant digraphs.

·        Decode regularly spelled one-syllable words.

·        Know final -e and common vowel team conventions for representing long vowel sounds.]

·        Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

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

·        Read words with inflectional endings.

·        Recognize and read grade-appropriate irregularly spelled words.

 

Fluency

·        Read on-level text with purpose and understanding.

·        Read on-level text orally with accuracy, appropriate rate, and expression.

·        Use context to confirm or self-correct word recognition and understanding.

 

Writing Standards

Text Types and Purposes

·        Write opinion pieces, naming the topic or book written about, state an opinion with a reason, and provide closure.

·        Write informative/explanatory, naming a topic, supplying facts, and providing closure.

·        Write narratives recounting two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide closure.

 

Production and Distribution of Writing (with guidance and support)

·        Focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing.

·        Use a variety of digital tools to produce and publish writing, including in collaboration with peers.

 

Research to Build Knowledge

·        Participate in shared research and writing projects

·        With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

 

Speaking and Listening Standards

Comprehension and Collaboration

·        Follow agreed-upon rules for discussions

·        Build on others’ talk in conversations by responding to the comments of others

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

·        Ask and answer questions about key details in presented information.

·        Ask 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 Ideas

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

·        Add drawings or other visual displays to descriptions to clarify ideas, thoughts, and feelings.

·        Produce complete sentences to task and situation.

 

Language Standards

Conventions of Standard English

·        Print all upper- and lowercase letters.

·        Use common, proper, and possessive nouns.

·        Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

·        Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

·        Use verbs to convey past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

·        Use frequently occurring adjectives.

·        Use frequently occurring conjunctions (e.g., and, but, or, so, because).

·        Use determiners (e.g., articles, demonstratives).

·        Use frequently occurring prepositions (e.g., during, beyond, toward).

·        Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

·        Capitalize dates and names of people.

·        Use end punctuation for sentences.

·        Use commas in dates and to separate single words in a series.

·        Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

·        Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

 

Vocabulary Acquisition and Use

·        Use context clues to determine the meaning of a word or phrase.

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

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

·        Sort words into categories

·        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).

·        Identify real-life connections between words and their use.

·        Distinguish shades of meaning among verbs differing in manner (e.g., look, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

·        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).