Download First Grade Reading Literature Standards

First Grade Reading Literature Standards
Standard
Ask and answer questions about key details in
a text. (RL.1.1)
Retell stories, including key details, and
demonstrate understanding of their central
message or lesson. (RL.1.2)
Describe characters, settings, and major
events in a story, using key details. (RL.1.3)
Identify words and phrases in stories or poems
that suggest feelings or appeal to the senses.
(RL.1.4)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know how to formulate questions about literary text.
Students must know answers to questions can be found in literary text.
Students must know that a key detail is a piece of information within literary text that aids in comprehension.
Students must know key words in a question give the reader clues about what information is being sought.
Students must identify key words within a question.
Students must accurately answer questions about a literary text.
Students must accurately recall and use key details to respond to questions about a literary text.
Students must formulate questions about a literary text.
Students must determine what information they are being asked to recall or to find in the literary text.
Students must monitor their comprehension of a literary text by asking appropriate questions as they read.
Students must understand stories can teach us a lesson or convey a message.
Students must define a detail as a piece of information that aids their comprehension.
Students must retell a story, including key details.
Students must evaluate details in a story to decide which reflect the central message or lesson.
Students must determine what message or lesson a story is conveying.
Students must explain how the key details reflect the central message or lesson.
Students must define a character as a person or creature within a story.
Students must define the setting as the time and location in which a story takes place.
Students must know a major event is something important that happens in a story.
Students must know that a setting can be described based on the time and place.
Students must know that a major event can be described based on what happened.
Students must know that a key detail is a piece of information in a text that aids in their comprehension of the text.
Students must describe a character using his/her traits, feelings, actions, thoughts, and interactions.
Students must describe a setting in a story using key details.
Students must describe major events in a story using key details.
Students must know feelings are an emotion or attitude.
Students must know the five senses - sight, hearing, smell, taste, or touch and understand their meanings.
Students must know sensory words use the five senses to describe.
Student must describe feelings and senses using words or attitudes.
Students must identify sensory words in text.
Students must explain how words in a text suggest or describe feelings.
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First Grade Reading Literature Standards
Standard
Learning Targets
Students must understand that some books tell stories and some books give information.
Students must know informational text is a piece of text that gives some type of information.
Students must understand that informational texts have certain features such as headings, tables of contents, and
glossaries.
Students must know a heading is the beginning of a section of informational text.
Students must know a table of contents explains how the book is organized.
Students must know a glossary is an alphabetical list of vocabulary words and their definitions found at the back
of the text.
Students must know that a story is told for entertainment purposes or to share a lesson or message.
Students must know that fiction refers to a text about imaginary people or events.
Students must be able to distinguish between books that tell stories and books that give information from a wide
variety of texts.
Students must know stories can be told by characters or narrators.
Students must know stories can be told by different characters at different points in the text.
Students must identify who is telling the story at a particular point in a text.
Students must identify when the character or narrator telling a story in a text changes.
Students must know authors use illustrations to describe and identify characters, setting, and events.
Students must know that authors use details to describe and identify characters, setting, and events.
Students must know that a character is a person or creature in a story.
Students must know that the setting of a story is where and when the story takes place.
Students must use illustrations in a story to identify and describe the characters.
Students must use illustrations in a story to identify and describe the setting.
Students must use illustrations in a story to describe the events.
Students must use details in a story to identify and describe the characters.
Students must use details in a story to identify and describe the setting.
Students must use details to describe the events in a story.
Explain major differences between books that
tell stories and books that give information,
drawing on a wide reading of a range of text
types. (RL.1.5)
Identify who is telling the story at various points
in a text. (RL.1.6)
Use illustrations and details in a story to
describe its characters, setting, or events.
(RL.1.7)
(Not applicable to literature) (RL.1.8)
CPDD K-12 Literacy Services, 11-11
N/A
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First Grade Reading Literature Standards
Standard
Compare and contrast the adventures and
experiences of characters in stories. (RL.1.9)
With prompting and support, read prose and
poetry of appropriate complexity for grade 1.
(RL.1.10)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know a character is a person or creature in a story.
Students must define comparing as finding similarities between two or more ideas or objects.
Students must define contrasting as finding the differences between two or more ideas or objects.
Students must know characters' adventures and experiences in a story can be compared and contrasted.
Students must identify the characters in stories.
Students must identify the characters' adventures and experiences in stories.
Students must compare and contrast the adventures and experiences of characters in stories.
Standard 10 defines the grade-level outcome that is the result of the standards 1-9; therefore, there are no listed learning
targets.
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First Grade Reading Informational Text Standards
Standard
Ask and answer questions about key details in
a text. (RI.1.1)
Identify the main topic and retell key details of a
text. (RI.1.2)
Describe the connection between two
individuals, events, ideas, or pieces of
information in a text. (RI.1.3)
Ask and answer questions to help determine or
clarify the meaning of words and phrases in a
text. (RI.1.4)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know how to formulate questions about an informational text.
Students must know many of the answers to questions can be found in the text.
Students must know a key detail is a piece of information in a text that aids in their comprehension of the text.
Students must know key words in a question give the reader clues about what information is being sought.
Students must answer questions about an informational text.
Students must use key details to respond to questions about an informational text.
Students must formulate questions about an informational text.
Students must determine what information they are being asked to find in an informational text.
Students must monitor their comprehension of an informational text by asking appropriate questions as they read.
Students must identify key words within a question.
Students must know a main topic is what an informational text is about.
Students must know a key detail is a piece of information in a text that aids comprehension.
Students must evaluate details in a story to decide which is most relevant to determining the main topic.
Students must determine the main topic of an informational text.
Students must retell key details of an informational text.
Students must define a connection as a relationship between two elements.
Students must identify individuals, events, ideas, and pieces of information in a text.
Students must know that an author sometimes makes connections between two individuals, events, ideas, or
pieces of information in a text to convey a message.
Students must describe how two individuals, events, ideas, or pieces of information in a text are connected.
Students must know a question has an answer and the answer is a statement.
Students must know the answer to a question may help them comprehend the text.
Students must know context clues are words or sentences around an unfamiliar word used to clarify its meaning.
Student must ask and answer questions about unknown words or phrases.
Students must use context clues to help answer their questions and clarify the meanings of words or phrases.
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First Grade Reading Informational Text Standards
Standard
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. (RI.1.5)
Distinguish between information provided by
pictures or other illustrations and information
provided by the words in a text. (RI.1.6)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know text features are used to locate key facts and information.
Students must know authors use text features to emphasize key ideas.
Students must know headings are words or groups of words used to divide a page into sections and
communicate to the reader the content of each section.
Students must know the table of contents is a list at the beginning of the book that explains how the book is
organized. It provides the reader with the information on different sections of the book and the page number for
each section.
Students must know glossaries are alphabetical lists of important words and their meanings found at the back of a
text.
Students must know electronic menus are navigation tools which guide the reader to specific topics within an
electronic text.
Students must know icons are pictures representing specific files or software applications.
Students must use text features to locate specific facts or information in text.
Students must explain how various text features help readers gain information from a text (e.g., headings help
you understand what a section will be about).
Students must know illustrations are pictures that match the words the author has written.
Students must know information provided by a text can come from the words or the illustrations.
Students must know the words in a text frequently provide different information than the illustrations.
Students must know at times the words and illustrations work together to provide information in a text.
Students must identify illustrations in text.
Students must explain what information is provided by an illustration in a text.
Students must explain what information is provided by the words in a text.
Students must identify whether they learned a piece of information from the illustration or the words in a text.
Students must be able to decide which element of a text, the illustrations or the words, will provide them with a
particular piece of information.
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First Grade Reading Informational Text Standards
Standard
Learning Targets
Students must know informational text uses a variety of illustration types, including photographs and drawings, to
convey important information.
Students must know informational text uses details to support the main idea.
Students must know that when informational text uses illustrations, like photographs or drawings, they may be
labeled and accompanied by captions, which add details.
Students must know that captions are short explanations under a picture or visual that give the reader more
information.
Students must use illustrations to explain the key ideas from informational text.
Students must use details to describe the key ideas from informational text.
Students must read and use the labels and captions that accompany the illustrations to explain the key ideas from
informational text.
Use the illustrations and details in a text to
describe its key ideas. (RI.1.7)
Identify the reasons an author gives to support
points in a text. (RI.1.8)
Identify basic similarities in and differences
between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
(RI.1.9)
With prompting and support, read informational
texts appropriately complex for grade 1.
(RI.1.10)
CPDD K-12 Literacy Services, 11-11
N/A
Students must know the meanings of similarities are the ways in which two or more things are alike and
differences are the ways in which two or more things are not alike.
Students must know that illustrations are pictures and diagrams that support the ideas presented in informational
text.
Students must know that descriptions are words that describe ideas or things.
Students must know that procedures are ordered steps to do or make something.
Students must know a topic is what the text is mainly about.
Students must identify similarities in and differences between two informational texts on the same topic using the
illustrations in the text (e.g., two books feature pictures of computers, but one book contains pictures of laptops
and tablets while the other book only features desktop computers).
Students must identify similarities in and differences between two informational texts on the same topic using the
descriptions in the text (e.g., two books describe jobs that involve dogs, but one book details the duties of a guide
dog while the other focuses on a police dog).
Students must identify similarities in and differences between two informational texts on the same topic using the
procedures in the text (e.g., two books list the steps to follow when making a sandwich, but one book lists peanut
butter first while the other lists jelly first).
Standard 10 defines the grade-level outcome that is the result of standards 1-9; therefore, there are no listed learning
targets.
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First Grade Reading Foundational Skills Standards
Standard
Demonstrate understanding of the organization
and basic features of print. (RF.1.1)
Recognize the distinguishing features of a
sentence (e.g., first word, capitalization, ending
punctuation). (RF.1.1a)
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes). (RF.1.2)
Distinguish long from short vowel sounds in
spoken single-syllable words. (RF.1.2a)
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes). (RF.1.2)
Orally produce single-syllable words by
blending sounds (phonemes), including
consonant blends. (RF.1.2b)
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes). (RF.1.2)
Isolate and pronounce initial, medial vowel, and
final sounds (phonemes) in single-syllable
words. (RF.1.2c)
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes). (RF.1.2)
Segment spoken single-syllable words into
their complete sequence of individual sounds
(phonemes). (RF.1.2d)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know concept of word.
Students must know the meaning of first and last.
Students must know sentences begin with capital letters.
Students must know sentences have ending punctuation.
Students must know vowels have different sounds.
Students must recognize short vowel sounds.
Students must recognize long vowel sounds.
Students must isolate the vowel sound in a word.
Students must know how individual sounds blend together to form spoken words.
Students must orally blend sounds in sequence to produce a single-syllable word.
Students must know words are made up of sounds (phonemes).
Students must know words can be segmented into individual sounds.
Students must isolate the initial sound of single-syllable words.
Students must isolate the medial vowel sound of single-syllable words.
Students must isolate the final sound of single-syllable words.
Students must pronounce the initial sound in single-syllable words.
Students must pronounce the medial vowel sound in single-syllable words.
Students must pronounce the final sound in single-syllable words.
Students must know how individual sounds work together to form spoken words.
Students must know the importance of the sequence of sounds in a word.
Students must know how words can be segmented into individual sounds.
Students must orally segment individual sounds of single-syllable words (e.g., Teacher says, "cat", student says,
"/c/ /a/ /t/").
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First Grade Reading Foundational Skills Standards
Standard
Know and apply grade-level phonics and word
analysis skills in decoding words. (RF.1.3)
Know the spelling-sound correspondences for
common consonant digraphs. (RF.1.3a)
Decode regularly spelled one-syllable words.
(RF.1.3b)
Know final -e and common vowel team
conventions for representing long vowel
sounds. (RF.1.3c)
Use knowledge that every syllable must have a
vowel sound to determine the number of
syllables in a printed word. (RF.1.3d)
Decode two-syllable words following basic
patterns by breaking the words into syllables.
(RF.1.3e)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know consonant digraphs.
Students must know each syllable has a vowel sound.
Students must know inflectional endings.
Students must know irregular words.
Students must apply knowledge of phonics and blending to decode words.
Students must orally read regular and irregular words.
Students must know two consonant letters can stand together to make a single sound (e.g., sh, th).
Students must identify which two consonant letters combine to make a digraph.
Students must know how to blend sounds together.
Students must know all consonant sounds.
Students must know all short vowel sounds.
Students must know all long vowel sounds.
Students must recognize short and long vowel patterns (e.g., CVC, CVCe, CVVC).
Students must know the sound(s) of common spellings (graphemes).
Students must identify common spellings (graphemes).
Students must orally read one-syllable decodable words.
Students must know long vowel sounds can be represented by different spellings.(e.g., igh, ea, e_e)
Students must recognize the final -e spelling pattern.
Students must know two or more letters can make one vowel sound.
Students must recognize common vowel teams.
Students must identify vowels in words.
Students must know a syllable is a word or part of a word.
Students must identify a syllable.
Students must know each syllable contains only one vowel sound.
Students must identify the vowel pattern in a syllable (see ELA Appendix A, Figure 9, page 18).
Students must apply knowledge of syllables to determine the number of syllables in a printed word.
Students must identify syllable types (see ELA Appendix A, Figure 12, page 21) in words.
Students must identify vowel sounds within each syllable type.
Students must identify common syllable patterns (See ELA Appendix A, Figure 12, page 21).
Students must break two-syllable words by applying division principles (See ELA Appendix A, pages 21-22).
Students must blend two-syllable words.
Student must orally read two-syllable words.
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First Grade Reading Foundational Skills Standards
Standard
Read words with inflectional endings. (RF.1.3f)
Recognize and read grade-appropriate
irregularly spelled words. (RF.1.3g)
Read with sufficient accuracy and fluency to
support comprehension. (RF.1.4)
Read on-level text with purpose and
understanding. (RF.1.4a)
Read with sufficient accuracy and fluency to
support comprehension. (RF.1.4)
Read on-level text orally with accuracy,
appropriate rate, and expression on successive
readings. (RF.1.4b)
Read with sufficient accuracy and fluency to
support comprehension. (RF.1.4)
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary. (RF.1.4c)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know inflectional endings change the form of a word, but not the meaning.
Students must know inflectional endings are word parts attached to the end of root/base words.
Students must know inflectional endings are suffixes.
Students must identify inflectional endings (e.g., -ed, -es, -ing, -s) in words.
Students must know three different pronunciations for the inflectional ending -ed (/ed/, /d/, /t/).
Students must blend words containing inflectional endings.
Students must orally read words with inflectional endings.
Students must know words can contain unique or infrequent spelling patterns.
Students must know some words cannot be decoded (e.g., could, of).
Students must recognize words with irregular spellings by sight.
Students must orally read grade-appropriate irregularly spelled words.
Students must know text relays a message.
Students must know there are different purposes for reading (e.g., information, entertainment).
Students must determine the purpose for reading.
Students must orally read on-level text for a specific purpose.
Students must explain and/or tell about what they read.
Students must know fluency includes reading with accuracy.
Students must know fluency includes reading with appropriate rate.
Students must know fluency includes reading with expression.
Students must know fluency improves with successive readings.
Students must know automaticity is effortless reading of words in or out of context.
Students must adjust reading rate to match different purposes for reading (e.g., informational text often requires a
slower rate of reading).
Students must read orally with automaticity (accuracy and rate).
Students must read orally with expression.
Students must know strategies for decoding words.
Students must know rereading is one strategy for improving comprehension.
Students must use context to confirm the pronunciation of a word.
Students must use context to confirm their understanding.
Students must reread when there is an interruption in comprehension.
Students must make the necessary adjustments to improve their understanding after rereading.
Students must self-correct when reading orally.
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First Grade Writing Standards
Standard
Learning Targets
Students must know an opinion states how someone thinks or feels.
Students must know a fact is information that can be proven or verified.
Students must know a reason is evidence or a statement that supports an opinion.
Students must know closure is how an author ends his/her writing.
Students must know an introduction is a sentence or group of sentences that provides the reader with an
overview of the topic.
Students must distinguish between a fact and an opinion.
Students must form an opinion about a topic.
Students must give a reason or justification for their opinion.
Students must convey an opinion which is supported by evidence or justification.
Students must compose an opinion piece that includes an introduction, body, and closing.
Students must know informative text conveys facts or information about a topic.
Students must know explanatory text provides reasons, statements, or theories about a topic.
Students must know explanatory text explains how or why something occurs.
Students must know a topic is the main idea of a text.
Students must know a fact is information that can be proven or verified.
Students must know closure is how an author ends their writing.
Students must determine what facts and details are relevant to a topic.
Students must understand how to provide closure in their writing.
Students must compose an informative piece that includes an introduction, body, and closing.
Students must compose an explanatory piece that includes an introduction, body, and closing.
Although the writing process is not explicitly delineated in this grade level, it is still expected that students work
toward mastery of this standard in future grade levels (please see the Vertical Alignment section on the
Curriculum Engine).
Students must know a narrative piece tells a story, real or imagined.
Students must know sequenced events have a beginning, a middle, and an ending.
Students must know details are used to show what happened in a story.
Students must know temporal words are phrases that show the passage of time (e.g., after a while, in the
morning).
Students must know closure is how an author ends their writing.
Students must choose temporal words that provide appropriate transitions or build the sequence of events.
Students must compose a narrative piece, real or imagined, with sequenced events and temporal words.
Write opinion pieces in which they introduce
the topic or name the book they are writing
about, state an opinion, supply a reason for the
opinion, and provide some sense of closure.
(W.1.1)
Write informative/explanatory texts in which
they name a topic, supply some facts about the
topic, and provide some sense of closure.
(W.1.2)
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. (W.1.3)
(Begins in grade 3) (W.1.4)
CPDD K-12 Literacy Services, 11-11
N/A
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First Grade Writing Standards
Standard
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. (W.1.5)
With guidance and support from adults, use a
variety of digital tools to produce and publish
writing, including in collaboration with peers.
(W.1.6)
Participate in shared research and writing
projects (e.g., explore a number of “how-to”
books on a given topic and use them to write a
sequence of instructions). (W.1.7)
CPDD K-12 Literacy Services, 11-11
Learning Targets
With guidance and support from adults:
Students must know a topic is a subject or idea that can be developed through writing or discussion.
Students must know revision is making changes to a piece of writing.
Students must know details help readers understand the writer's thoughts.
Students must know that revision is an ongoing process that provides writers with opportunities to clarify ideas,
revisit sentence structure and word choice, and refine writing.
With guidance and support from adults:
Students must determine where to add or change details.
Students must evaluate whether details support a topic.
With guidance and support from adults:
Students must make revisions to their writing based on suggestions from others.
With guidance and support from adults:
Students must know digital tools for communication (e.g., blogging, email, texting, digital photography, computer
programs, and word processing programs) including producing and publishing writing.
Students must know strategies for collaborating with peers.
With guidance and support from adults:
Students must determine the digital tool or format that is most appropriate for a given writing task.
Students must determine how to interact with and use support from peers to produce and publish their writing.
With guidance and support from adults:
Students must work with peers to develop and publish a writing product using digital tools.
Students must know research is the act of gathering data, information, and facts based on focused questions.
Students must know information can be shared in a variety of ways (e.g., photos with captions, sequence of
events, step by step directions).
Students must determine which sources provide information about a research topic (e.g., books, websites,
personal experiences, interviews).
Students must devise a method to record information about a research topic.
Students must determine which information is relevant to a research topic.
Students must organize information in a logical manner.
Students must create a shared or individual research and writing project that demonstrates understanding of the
topic under investigation.
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First Grade Writing Standards
Standard
Learning Targets
With guidance and support from adults, recall
information from experiences or gather
information from provided sources to answer a
question. (W.1.8)
With guidance and support from adults:
Students must recognize how past experiences can be relevant to answering a question.
Students must know a question is a sentence that asks for information.
Students must know an answer provides relevant information to a question.
Students must know how to gather information from different sources to answer a question.
With guidance and support from adults:
Students must determine what information is needed to answer a question.
Students must gather information in response to a question.
Students must determine if their past experiences can help answer a question.
With guidance and support from adults:
Students must answer a question using past experiences, new information, and multiple sources.
(Begins in grade 4) (W.1.9)
N/A
(Begins in grade 3) (W.1.10)
N/A
CPDD K-12 Literacy Services, 11-11
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First Grade Language Standards
Standard
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.1.1)
Learning Targets
Students must correctly identify all upper- and lowercase letters.
Students must correctly print all upper- and lowercase letters.
Print all upper- and lowercase letters. (L.1.1a)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.1.1)
Use common, proper, and possessive nouns.
(L.1.1b)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.1.1)
Use singular and plural nouns with matching
verbs in basic sentences (e.g., He hops; We
hop). (L.1.1c)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.1.1)
Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their;
anyone, everything). (L.1.1d)
CPDD K-12 Literacy Services, 11-11
Students must identify a common noun as a general name for a person, place, thing, or idea.
Students must identify a proper noun as a name of a particular person, place, thing, or idea.
Students must know that a possessive noun shows ownership.
Students must use an apostrophe s ('s) as the possessive form of a singular noun (e.g., John's).
Students must use an s apostrophe (s') as the possessive form of a plural noun (e.g., girls' coats).
Students must use only an apostrophe to show possession for nouns ending with s (e.g., Carlos' hat).
Students must know that some plural nouns not ending with "s" use apostrophe s ('s) to show possession (e.g.,
men's shirts).
Students must identify and use singular and plural nouns.
Students must identify and define a verb as an action, condition, or state of being.
Students must know that every basic sentence has a noun and a verb/predicate.
Students must know how to identify and use the verb that agrees in number with the subject in a simple sentence.
Students must know that pronouns can replace nouns in sentences.
Students must know to introduce the noun before they replace it with a pronoun.
Students must use a pronoun that agrees in number, gender, and person with the noun it replaces.
Students must be able to use personal pronouns in the first, second, and third person.
Students must be able to use both singular and plural personal pronouns.
Students must know that pronouns can show possession (e.g., my, ours).
Students must be able to use possessive pronouns in the first, second, and third person.
Students must be able to use possessive pronouns in singular and plural forms.
Students must know how to use commonly occurring indefinite pronouns (e.g., each, another).
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First Grade Language Standards
Standard
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.1.1)
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). (L.1.1e)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.1.1)
Use frequently occurring adjectives. (L.1.1f)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.1.1)
Use frequently occurring conjunctions (e.g.,
and, but, or, so, because). (L.1.1g)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.1.1)
Use determiners (e.g., articles,
demonstratives). (L.1.1h)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.1.1)
Use frequently occurring prepositions (e.g.,
during, beyond, toward). (L.1.1i)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must identify and define a verb as an action, condition, or state of being.
Students must know that verb tenses indicate time and how events are related to time.
Students must know how to use simple present tense.
Students must know how to use the simple past tense.
Students must know how to use the simple future tense.
Students must know which verb tense to use when relating an event.
Students must know which signal words help identify the verb tense (e.g., today, tomorrow).
Students must define adjectives as a word that describes someone or something.
Students must identify adjectives.
Students must have a vocabulary of common adjectives (e.g., little, big).
Students must know how to use adjectives correctly in a sentence.
Students must know that a conjunction is a word that connects words, phrases, and clauses.
Students must know the specific purpose of each frequently occurring conjunction.
Students must know frequently occurring conjunctions (e.g., and, because, but, if, maybe, or, so, then, yet).
Students must be able to identify conjunctions.
Students must use frequently occurring conjunctions appropriately when speaking.
Students must know that a determiner's purpose is to give specific information about the noun that follows it (e.g.,
his book).
Students must know frequently occurring determiners (e.g., a, an, the, this, those, my, your, his, etc.).
Students must use common determiners appropriately when speaking.
Students must know a preposition links nouns, pronouns, and phrases to other words in a sentence.
Students must know frequently occurring prepositions (e.g., about, above, after, beside, by, down, in, under).
Students must use frequently occurring prepositions appropriately when speaking.
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First Grade Language Standards
Standard
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (L.1.1)
Produce and expand complete simple and
compound declarative, interrogative,
imperative, and exclamatory sentences in
response to prompts. (L.1.1j)
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. (L.1.2)
Capitalize dates and names of people. (L.1.2a)
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. (L.1.2)
Use end punctuation for sentences. (L.1.2b)
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. (L.1.2)
Use commas in dates and to separate single
words in a sentence. (L.1.2c)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must know a declarative sentence is a statement.
Students must know a declarative sentence uses a period.
Students must know an interrogative sentence is a question.
Students must know an interrogative sentence uses a question mark.
Students must know an imperative sentence is a command.
Students must know an imperative sentence uses a period.
Students must know an exclamatory sentence expresses strong feelings.
Students must know an exclamatory sentence uses an exclamation point.
Students must be able to respond to prompts with a simple sentence.
Students must be able to expand a simple sentence given as a prompt (e.g., The dog ran. The brown and white
dog ran quickly to the park).
Students must know whether to use a declarative, interrogative, imperative, or exclamatory response.
Students must respond to a prompt verbally.
Students must respond to a prompt by writing a simple sentence.
Students must expand upon a given simple sentence by rewriting the sentence with additional detail.
Students must capitalize the first letter of months and days of the week in a date (e.g., Monday, April).
Students must capitalize the first letter of names of people (e.g., Jane Smith).
Students must use a period at the end of a declarative sentence.
Students must use a period at the end of an imperative sentence.
Students must use a question mark at the end of an interrogative sentence.
Students must use an exclamation point at the end of an exclamatory sentence.
Students must determine which punctuation mark to use at the end of a sentence.
Students must use commas to set off the day, month, and year in a complete date (e.g., Tuesday, April 1, 2011).
Students must use commas to separate three or more words in a series (e.g., nickels, dimes, and quarters).
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First Grade Language Standards
Standard
Learning Targets
Students must accurately spell words with short vowels (CVC words) (e.g., man, tin).
Students must accurately spell words with consonant blends (e.g., three).
Students must accurately spell words with long vowels and silent e (e.g., time).
Students must accurately spell words with vowel digraphs (e.g., sail).
Students must accurately spell words with y as a vowel (e.g., my, by).
Students must accurately spell words with long vowels at the end (e.g., no, be).
Students must accurately spell words with r-controlled vowels (e.g., star, her).
Students must accurately spell words with consonant digraphs (e.g., whale, ship).
Students must accurately spell grade-level-appropriate high-frequency words.
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. (L.1.2)
Use conventional spelling for words with
common spelling patterns and for frequently
occurring irregular words. (L.1.2d)
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing. (L.1.2)
Students must identify the individual phonemes in words.
Students must segment individual phonemes in words to accurately spell words.
Students must apply knowledge of phonemes when spelling.
Spell untaught words phonetically, drawing on
phonemic awareness and spelling conventions.
(L.1.2e)
(Begins in grade 2) (L.1.3)
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.
(L.1.4)
Use sentence-level context as a clue to the
meaning of a word or phrase. (L.1.4a)
CPDD K-12 Literacy Services, 11-11
N/A
Students must know a phrase is a group of words.
Students must know that words can function as different parts of speech.
Students must identify words that are unknown or unfamiliar in a sentence.
Students must identify sentence-level clues.
Students must determine the meaning of a word or phrase from sentence-level context clues.
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First Grade Language Standards
Standard
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.
(L.1.4)
Use frequently occurring affixes as a clue to the
meaning of a word. (L.1.4b)
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.
(L.1.4)
Identify frequently occurring root words (e.g.,
look) and their inflectional forms (e.g., looks,
looked, looking). (L.1.4c)
With guidance and support from adults,
demonstrate understanding of word
relationships and nuances in word meanings.
(L.1.5)
Sort words into categories (e.g., colors,
clothing) to gain a sense of the concepts the
categories represent. (L.1.5a)
With guidance and support from adults,
demonstrate understanding of word
relationships and nuances in word meanings.
(L.1.5)
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). (L.1.5b)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must identify a root word/base word.
Students must identify affixes.
Students must know how a prefix changes the meaning of a word.
Students must know how a suffix changes the meaning of a word.
Students must know that a root/base word is a single word part that cannot be broken into smaller parts.
Students must know frequently occurring root/base words.
Students must know inflectional suffixes.
Students must know that inflection indicates possession, plurality, verb tense, and comparison.
Students must identify and sort words into grade-appropriate categories (e.g., colors, clothing).
Students must name categories from word sorts to expand their understanding of word relationships.
Students must sort words into grade-appropriate categories.
Students must define words by a common attribute in a given category (e.g., birds fly).
Students must use common attributes of words in a given category to increase their understanding of words (e.g.,
Trees and flowers are plants).
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First Grade Language Standards
Standard
With guidance and support from adults,
demonstrate understanding of word
relationships and nuances in word meanings.
(L.1.5)
Identify real-life connections between words
and their use (e.g., note places at home that
are cozy). (L.1.5c)
With guidance and support from adults,
demonstrate understanding of word
relationships and nuances in word meanings.
(L.1.5)
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.
(L.1.5d)
Use words and phrase acquired through
conversations, reading and being read to, and
responding to texts, including using frequently
occurring conjunctions to signal simple
relationships (e.g., because) (L.1.6)
CPDD K-12 Literacy Services, 11-11
Learning Targets
Students must use personal experiences as a basis to develop an understanding of new words (e.g., places that
are large and huge).
Students must use new words in a variety of contexts to develop an understanding of the words and their
nuances (e.g., large buildings, large numbers).
Students must use new words in new contexts to increase vocabulary.
Students must identify and define verbs of manner (e.g., run, jog, scamper, race).
Students must identify and define adjectives differing in intensity (e.g., small, tiny, petite).
Students must know that similar verbs have differing manner.
Students must select the correct verb of manner.
Students must select an adjective appropriate in intensity and purpose.
Students must be able to act out given verbs of manner.
Students must be able to act out given adjectives of differing intensity.
Students must use words and phrases acquired through conversation to communicate effectively.
Students must use words and phrases acquired through reading and being read to in order to communicate
effectively.
Students must use words and phrases acquired through responding to text to communicate effectively.
Students must know conjunctions signal simple relationships (e.g., because).
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