ELA 1st Grade Foundational Skills

Locate the capital letter that begins a sentence, and the period, question mark, or exclamation point that ends it

Distinguish kinds of sentences based on their end punctuation

Identify the dialogue that quotation marks indicate

Blend phonemes, including consonant blends, to pronounce single-syllable words (e.g., blend the sounds /sl/ /e/ /d/ to produce sled)

Segment single-syllable words into their component phonemes, including consonant blends, in sequence (e.g., segment glad into the sounds /g/ /l/ /a/ /d/)

Isolate and then pronounce the initial, medial, or final sound in single-syllable words including those with long vowels and consonant blends (e.g., what is the middle sound in goat?)

Isolate and distinguish medial long vowel phonemes in spoken words (e.g., from a verbal prompt, identify that drive has a different middle vowel sound than drove)

Add or substitute initial, final, or medial vowel phonemes in order to produce new words in spoken language (e.g., change /a/ in pan to /e/ to make pen)

Substitute final consonants or consonant blends to create new words

Isolate, identify, and distinguish initial consonant blends to decode regularly spelled words (e.g., pick the word that starts with /bl/ from choices block, brew, book)

Recognize and identify the spelling-sound correspondences for common consonant digraphs in words (e.g., pick the word that has /sh/ from choices saw, wash, have)

Use sound-symbol correspondence to identify rimes

Identify common spellings of medial long vowel CVCe phonemes in spoken words (e.g., plane has the same middle vowel sound as make)

Decode regularly spelled single-syllable grade-level words by identifying short vowel sounds (e.g., read the words cup, nap, and man; cup has the same middle vowel sound as run)

Decode regularly spelled grade-appropriate words (e.g., pick the word last from last, list, lost)

Read grade-level sight words automatically (e.g., again, could, every)

Decode words by identifying the correctly spelled CVCe pattern in a word from a spoken sentence (e.g., read the words drive, drove, and dove and recognize that drove is the correct spelling of the word)

Identify long vowel sounds using common vowel team spellings in order to decode single-syllable words (e.g., pick the word with the same middle vowel sound as meat from feel, bed, and let)

Segment printed two-syllable words, making sure each syllable contains a vowel sound

Segment syllables in VC-CV words to decode basic two-syllable patterns in words

Decode words with long vowel syllable patterns (V-CV and VC-V) by using principles of chunking

Decode words with blends and digraphs by chunking them into syllables

Decode grade-appropriate two-syllable compounds (e.g., bedtime)

Identify the meanings of familiar base words with common inflectional forms (e.g., -ed, -ing, -s, -es) to read grade- appropriate words

Recognize silent letters that represent consonants

Identify with guidance the purpose for reading (e.g., for enjoyment, to learn something new), and show comprehension of on-level texts by answering questions after reading that reflect on the purpose (e.g., What parts of the story did you like? What did you learn?)

Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet first grade benchmarks

Read on-level texts aloud with appropriate expression (e.g., moving from word-by- word reading to fewer pauses between words and pausing between sentences)

With assistance, confirm or correct understanding of a word in context through the use of illustrations, phonics (e.g., sounding out words, especially initial and final letters), and by applying repair strategies (e.g., slowing reading pace and/or asking questions)