Reading Literary - Key Ideas and Details

ELAGSEKRL1

With prompting and support, ask and answer questions about key details in a text.

Reading Literary - Key Ideas and Details

ELAGSEKRL2

With prompting and support, retell familiar stories, including key details.

Reading Literary - Key Ideas and Details

ELAGSEKRL3

With prompting and support, identify characters, settings, and major events in a story.

Reading Literary - Craft and Structure

ELAGSEKRL4

With prompting and support, ask and answer questions about unknown words in a text.

Reading Literary - Craft and Structure

ELAGSEKRL5

Recognize common types of texts (e.g., storybooks, poems).

Reading Literary - Craft and Structure

ELAGSEKRL6

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Reading Literary - Integration of Knowledge and Ideas

ELAGSEKRL7

With prompting and support, describe the relationship between illustrations and the story (how illustrations support the text).

Reading Literary - Integration of Knowledge and Ideas

ELAGSEKRL9

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Reading Literary - Integration of Knowledge and Ideas

ELAGSEKRL10

Actively engage in group reading activities with purpose and understanding.

Reading Informational - Key Ideas and Details

ELAGSEKRI1

With prompting and support, ask and answer questions about key details in a text.

Reading Informational - Key Ideas and Details

ELAGSEKRI2

With prompting and support, identify the main topic (main idea) and retell key details of a text (supporting details).

Reading Informational - Key Ideas and Details

ELAGSEKRI3

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Reading Informational - Craft and Structure

ELAGSEKRI4

With prompting and support, ask and answer questions about unknown words in a text.

Reading Informational - Craft and Structure

ELAGSEKRI5

Identify the front cover, back cover, and title page of a book.

Reading Informational - Craft and Structure

ELAGSEKRI6

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Reading Informational - Integration of Knowledge and Ideas

ELAGSEKRI7

With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).

Reading Informational - Integration of Knowledge and Ideas

ELAGSEKRI8

With prompting and support, identify the reasons an author gives to support points in a text.

Reading Informational - Integration of Knowledge and Ideas

ELAGSEKRI9

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Reading Informational - Range of Reading and Level of Text Complexity

ELAGSEKRI10

Actively engage in group reading of informational text with purpose and understanding.

Reading Foundational - Print Concepts

ELAGSEKRF1

Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page-by-page.

b. Recognize that spoken words are represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters of the alphabet.

Reading Foundational - Phonological Awareness

ELAGSEKRF2

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

a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in spoken words.

c. Blend and segment onsets and rimes of single-syllable spoken words.

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or/x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Reading Foundational - Phonics and Word Recognition

ELAGSEKRF3

Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.

b. Demonstrate basic knowledge of long and short sounds for the given major vowels.

c. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Reading Foundational - Fluency

ELAGSEKRF4

Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.

Writing - Text Types and Purpose

ELAGSEKW1

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

Writing - Text Types and Purpose

ELAGSEKW2

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Writing - Text Types and Purpose

ELAGSEKW3

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Writing - Production and Distribution of Writing

ELAGSEKW5

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Writing - Production and Distribution of Writing

ELAGSEKW6

With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools in collaboration with peers.

Writing - Research to Build and Present Knowledge

ELAGSEKW7

With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Writing - Research to Build and Present Knowledge

ELAGSEKW8

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

Speaking and Listening  - Comprehension and Collaboration

ELAGSEKSL1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

Speaking and Listening  - Comprehension and Collaboration

ELAGSEKSL2

Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood.

Speaking and Listening  - Comprehension and Collaboration

ELAGSEKSL3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Speaking and Listening  - Presentation of Knowledge and Ideas

ELAGSEKSL4

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Speaking and Listening  - Presentation of Knowledge and Ideas

ELAGSEKSL5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Speaking and Listening  - Presentation of Knowledge and Ideas

ELAGSEKSL6

Speak audibly and express thoughts, feelings, and ideas clearly.

Language  - Conventions of Standard English

ELAGSEKL1

Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
‍
a. Print many upper- and lowercase letters.

b. Use frequently occurring nouns and verbs.

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog,
dogs; wish, wishes) when speaking.

d. Understand and use question words (interrogatives) (e.g., who,
what, where, when, why, how).

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
‍
f. Produce and expand complete sentences in shared language
activities.

Language  - Conventions of Standard English

ELAGSEKL2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize the first word in a sentence and the pronoun I.

b. Recognize and name end punctuation.

c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

d. Spell simple words phonetically, drawing on knowledge of sound letter relationships.

Language  - Vocabulary Acquisition and Use

ELAGSEKL4

With guidance and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck as a bird and learning the verb to duck).

b. Use the most frequently occurring inflections and affixes (e.g., -ed,-s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Language  - Vocabulary Acquisition and Use

ELAGSEKL5

With guidance and support from adults, explore word relationships and nuances in word meanings.

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

d. Begin to distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Language  - Vocabulary Acquisition and Use

ELAGSEKL6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Reading Literary - Key Ideas and Details

ELAGSE1RL1

Ask and answer questions about key details in a text.

Reading Literary - Key Ideas and Details

ELAGSE1RL2

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

Reading Literary - Key Ideas and Details

ELAGSE1RL3

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

Reading Literary - Craft and Structure

ELAGSE1RL4

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

Reading Literary - Craft and Structure

ELAGSE1RL5

Explain major difference between texts that tell stories and texts that give information.

Reading Literary - Craft and Structure

ELAGSE1RL6

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

Reading Literary  - Integration of Knowledge and Ideas

ELAGSE1RL7

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

Reading Literary  - Integration of Knowledge and Ideas

ELAGSE1RL9

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

Reading Literary  - Range of Reading and Level of Text Complexity

ELAGSE1RL10

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

Reading Informational - Key Ideas and Details

ELAGSE1RI1

Ask and answer questions about key details in a text.

Reading Informational - Key Ideas and Details

ELAGSE1RI2

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

Reading Informational - Key Ideas and Details

ELAGSE1RI3

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

Reading Informational - Craft and Structure

ELAGSE1RI4

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

Reading Informational - Craft and Structure

ELAGSE1RI5

Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.

Reading Informational - Craft and Structure

ELAGSE1RI6

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

Reading Informational - Integration of Knowledge and Ideas

ELAGSE1RI7

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

Reading Informational - Integration of Knowledge and Ideas

ELAGSE1RI8

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

Reading Informational - Integration of Knowledge and Ideas

ELAGSE1RI9

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Reading Informational - Range of Reading and Level of Text Complexity

ELAGSE1RI10

With prompting and support, read informational texts appropriately
complex for grade 1.

Reading Foundational - Print Concepts

ELAGSE1RF1

Demonstrate understanding of the organization and basic features of print.

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

Reading Foundational - Phonological Awareness

ELAGSE1RF2

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

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

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Reading Foundational - Phonics and Word Recognition

ELAGSE1RF3

Know and apply grade-level phonics and word analysis skills in decoding words.

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

b. Decode regularly spelled one-syllable words.

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

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

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

f. Read words with inflectional endings.

Reading Foundational - Fluency

ELAGSE1RF4

Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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

d. Read grade-appropriate irregularly spelled word.

Writing - Text Types and Purpose

ELAGSE1W1

Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Writing - Text Types and Purpose

ELAGSE1W2

Write informative/ explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.

Writing - Text Types and Purpose

ELAGSE1W3

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.

Writing - Production and Distribution of Writing

ELAGSE1W5

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.

a. May include oral or written prewriting (graphic organizers).

Writing - Production and Distribution of Writing

ELAGSE1W6

With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers.

Writing - Research to Build and Present Knowledge

ELAGSE1W7

Participate in shared research and writing projects (e.g., exploring a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Writing - Research to Build and Present Knowledge

ELAGSE1W8

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

Speaking and Listening  - Comprehension and Collaboration

ELAGSE1SL1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. 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).

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

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

Speaking and Listening  - Comprehension and Collaboration

ELAGSE1SL2

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Speaking and Listening  - Comprehension and Collaboration

ELAGSE1SL3

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  - Presentation of Knowledge and Ideas

ELAGSE1SL4

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

Speaking and Listening  - Presentation of Knowledge and Ideas

ELAGSE1SL5

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

Speaking and Listening  - Presentation of Knowledge and Ideas

ELAGSE1SL6

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Language  - Conventions of Standard English

ELAGSE1L1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print all upper- and lowercase letters.

b. Use common, proper, and possessive nouns.

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

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

e. 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).

f. Use frequently occurring adjectives.

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

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

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

j. Produce and expand complete simple and compound sentences in response to questions and prompts (declarative, interrogative, imperative, and exclamatory).

k. Print with appropriate spacing between words and sentences.

Language  - Conventions of Standard English

ELAGSE1L2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize dates and names of people.

b. Use end punctuation for sentences.

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

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

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

Language  - Vocabulary Acquisition and Use

ELAGSE1L4

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.

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

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

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

Language  - Vocabulary Acquisition and Use

ELAGSE1L5

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

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

b. 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).

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

d. 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.

Language  - Vocabulary Acquisition and Use

ELAGSE1L6

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., I named my hamster Nibblet because she nibbles too much because she likes that).