grade 1 - Redlands Unified School District

grade 1 - Redlands Unified School District
 Speaking
and Listening
g. Use frequently occurring conjunctions (e.g., and, but, or,
so, because).
Comprehension and Collaboration
h. Use determiners (e.g., articles, demonstratives).

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.
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.

b. Use end punctuation for sentences.
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

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.
Vocabulary Acquisition and Use

Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 1 reading and
content, choosing flexibly from an array of strategies.
a. Memorize and recite poems, rhymes, and songs with
expression.
a. Use sentence-level context as a clue to the meaning of a
word or phrase.

Add drawings or other visual displays to descriptions
when appropriate to clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task
and situation.
c. Identify frequently occurring root words (e.g., look) and
their inflectional forms (e.g., looks, looked, looking).

Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
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).
a. Print all upper- and lowercase letters.
c. Identify real-life connections between words and their use
(e.g., note places at home that are cozy).
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. 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.
d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
f. Use frequently occurring adjectives.
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.
Conventions of Standard English
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).
English Language Arts
b. Use frequently occurring affixes as a clue to the meaning
of a word.
Language

California
Common Core
State Standards
c. Use commas in dates and to separate single words in a
series.
Ask and answer questions about key details in a text read
aloud or information presented orally or through other
media.
a. Give, restate, and follow simple two-step directions.

GRADE 1
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
c. Ask questions to clear up any confusion about the
topics and texts under discussion.

Redlands Unified School District

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).
P.O. Box 3008, Redlands , California 92373
(909) 307-5300
Grade 1 English Language Arts Common Core Standards
Reading
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, drawing on a wide
reading of a range of text types. 

Compare and contrast the adventures and experiences
of characters in stories.
b.
Decode regularly spelled one-syllable words.
c.
Know final -e and common vowel team conventions for representing long vowel sounds.

Identify basic similarities in and differences between two
texts on the same topic (e.g., in illustrations, descriptions,
or procedures).
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.
Range of Reading and Level of Text Complexity

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 structures (e.g., sequence)
and text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts
or information in a text.
With prompting and support, read informational texts
appropriately complex for grade 1.
a. Activate prior knowledge related to the information and
events in a text.
b. Confirm predictions about what will happen next in a
text.
Writing
Reading Foundational Skills
Text Types and Purpose
Fluency

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.

Write informative/explanatory texts in which they name
a topic, supply some facts about the topic, and provide
some sense of closure.

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.

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.
Print Concepts

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).
Key Ideas and Details

Know the spelling-sound correspondences for
common consonant digraphs.
Identify the reasons an author gives to support points in a
text.
a. Activate prior knowledge related to the information
and events in a text.
Reading
Informational Text
a.

With prompting and support, read prose and poetry of
appropriate complexity for grade 1.
b. Confirm predictions about what will happen next in a
text.
Know and apply grade-level phonics and word analysis
skills in decoding words both in isolation and in text.
Use the illustrations and details in a text to describe its
key ideas.
Range of Reading and Level of Text Complexity



Integration of Knowledge and Ideas
Use illustrations and details in a story to describe its
characters, setting, or events.
Phonics and Word Recognition
Integration of Knowledge and Ideas
Identify who is telling the story at various points in a
text.

Distinguish between information provided by pictures or
other illustrations and information provided by the words
in a text.
Phonological Awareness

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).
Production and Distribution of Writing

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.

With guidance and support from adults, use a variety of
digital tools to produce and publish writing, including in
collaboration with peers.
Research to Build and Present Knowledge

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).

With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
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