A guide to locating state standard alignment within the Once Early-Reading Program. Certain standards are aligned to scripted instructor prompts, other standards are aligned to unscripted feedback to student responses, other standards are aligned to what a student sees on-screen, and other standards are aligned to printed decodables that students bring home after instruction.
Category
Number
Standard
Once
Aligned?
Location
Reading Literature
RL.K.1
With prompting and support, ask and answer questions about key details in a text.
Reading Literature
RL.K.2
With prompting and support, retell familiar stories, including key details.
Reading Literature
RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
Reading Literature
RL.K.4
Ask and answer questions about unknown words in a text.
Reading Literature
RL.K.5
Recognize common types of texts (e.g., storybooks, poems).
Reading Literature
RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Reading Literature
RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
Reading Literature
RL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Reading Literature
RL.K.10
Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
Reading Informational
RI.K.1
With prompting and support, ask and answer questions about key details in a text.
Reading Informational
RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
Reading Informational
RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Reading Informational
RI.K.4
With prompting and support, ask and answer questions about unknown words in a text.
Reading Informational
RI.K.5
Identify the front cover, back cover, and title page of a book.
Reading Informational
RI.K.6
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
RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
Reading Informational
RI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.
Reading Informational
RI.K.9
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
RI.K.10
Actively engage in group reading activities with purpose and understanding.
Reading Foundations
RF.K.1
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 Foundations
RF.K.2
Demonstrate understanding of spoken words, syllables, and phonemes (sounds).
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 phonemes (sounds) 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 phonemes (sounds) in simple, one-syllable words to make new words.
Reading Foundations
RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one grapheme (letter)-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Reading Foundations
RF.K.4
Read emergent-reader texts with purpose and understanding.
Speaking and Listening
SL.K.1
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
SL.K.2
Confirm understanding of a text read aloud or information presented in various media and other formats (e.g., orally) by asking and answering questions about key details and requesting clarification if something is not understood.
Speaking and Listening
SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Speaking and Listening
SL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Speaking and Listening
SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
Speaking and Listening
SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
Language
L.K.1
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).
d. Understand and use interrogatives (question words) (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
L.K.2
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 phonemes (sounds).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Language
L.K.4
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 is 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
L.K.5
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 antonyms (opposites).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Language
L.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Language
L.K.6
Read emergent-reader texts orally with accuracy, appropriate rate, and expression.
Reading Literature
RL.1.1
Ask and answer questions about key details in a text.
Reading Literature
RL.1.2
Analyze literary text development.
a. Demonstrate understanding of the lesson.
b. Retell stories, including key details.
Reading Literature
RL.1.3
Describe characters, settings, and major events in a story, using key details.
Reading Literature
RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Reading Literature
RL.1.5
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Reading Literature
RL.1.6
Identify who is telling the story at various points in a text.
Reading Literature
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
Reading Literature
RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Reading Literature
RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
Reading Foundations
RF.1.1
Demonstrate understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Reading Foundations
RF.1.2
Demonstrate understanding of spoken words, syllables, and phonemes (sounds).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending phonemes, including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final phonemes in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual phonemes.
Reading Foundations
RF.1.3
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.
g. Recognize and read grade-appropriate irregularly spelled words.
Reading Foundations
RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-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.
Speaking and Listening
SL.1.1
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
SL.1.2
Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally).
Speaking and Listening
SL.1.3
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
SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Speaking and Listening
SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Speaking and Listening
SL.1.6
Produce complete sentences when appropriate to task and situation.
Language
L.1.1
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 coordinating and subordinating 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 declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Language
L.1.2
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
L.1.4
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
L.1.5
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
L.1.6
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).
Language
L.1.6
Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.
