Government Standards
Common Core
Language Arts - Grade 1
Assessment Exam - Common Core Language Arts - Grade 1| Reading: Literature | eTAP Lesson |
|---|---|
| Key Ideas and Details | |
| Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.1.1 |
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| Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-Literacy.RL.1.2 |
Retelling/Recall Facts |
| Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-Literacy.RL.1.3 |
Main Idea and Supporting Details |
| Craft and Structure | |
| Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CCSS.ELA-Literacy.RL.1.4 |
Poetry |
| Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
CCSS.ELA-Literacy.RL.1.5 |
Types of Literature |
| Identify who is telling the story at various points in a text.
CCSS.ELA-Literacy.RL.1.6 |
Sequencing |
| Integration of Knowledge and Ideas | |
| Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-Literacy.RL.1.7 |
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| Compare and contrast the adventures and experiences of characters in stories.
CCSS.ELA-Literacy.RL.1.9 |
Compare and Contrast |
| Range of Reading and Level of Text Complexity | |
| With prompting and support, read prose and poetry of appropriate complexity for grade 1.
CCSS.ELA-Literacy.RL.1.10 |
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| Reading: Informational Text | eTAP Lesson |
| Key Ideas and Details | |
| Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.1.1 |
Questioning |
| Identify the main topic and retell key details of a text.
CCSS.ELA-Literacy.RI.1.2 |
Main Idea and Supporting Details |
| Describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSS.ELA-Literacy.RI.1.3 |
Cause-effect Relationships |
| Craft and Structure | |
| Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
CCSS.ELA-Literacy.RI.1.4 |
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| 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.
CCSS.ELA-Literacy.RI.1.5 |
Structural Features of Text |
| Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
CCSS.ELA-Literacy.RI.1.6 |
Book Parts |
| Integration of Knowledge and Ideas | |
| Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-Literacy.RI.1.7 |
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| Identify the reasons an author gives to support points in a text.
CCSS.ELA-Literacy.RI.1.8 |
Predictions |
| Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
CCSS.ELA-Literacy.RI.1.9 |
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| Range of Reading and Level of Text Complexity | |
| With prompting and support, read informational texts appropriately complex for grade 1.
CCSS.ELA-Literacy.RI.1.10 |
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| Reading: Foundational Skills | eTAP Lesson |
| Print Concepts | |
| Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
CCSS.ELA-Literacy.RF.1.1.a |
Letters, Words, & Sentences |
| Phonological Awareness | |
| Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-syllable words.
CCSS.ELA-Literacy.RF.1.2.a |
Phonemes |
| Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
CCSS.ELA-Literacy.RF.1.2.b |
Consonant Blends |
| Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
CCSS.ELA-Literacy.RF.1.2.c |
Vowel Sounds |
| Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
CCSS.ELA-Literacy.RF.1.2.d |
Beginning, Middle & Ending Sounds |
| Phonics and Word Recognition | |
| Know the spelling-sound correspondences for common consonant digraphs.
CCSS.ELA-Literacy.RF.1.3.a |
Vowel Digraphs |
| Decode regularly spelled one-syllable words.
CCSS.ELA-Literacy.RF.1.3.b |
Sight Words |
| Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-Literacy.RF.1.3.c |
Long Vowels |
| Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
CCSS.ELA-Literacy.RF.1.3.d |
Syllables |
| Decode two-syllable words following basic patterns by breaking the words into syllables.
CCSS.ELA-Literacy.RF.1.3.e |
Compound Words |
| Read words with inflectional endings.
CCSS.ELA-Literacy.RF.1.3.f |
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| Recognize and read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RF.1.3.g |
Dictionary |
| Fluency | |
| Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.1.4.a |
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| Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.1.4.b |
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| Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.RF.1.4.c |
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| Writing | eTAP Lesson |
| Text Types and Purposes | |
| 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.
CCSS.ELA-Literacy.W.1.1 |
Letters |
| Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-Literacy.W.1.2 |
Informative and Explanatory Texts |
| 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.
CCSS.ELA-Literacy.W.1.3 |
Brief Narratives |
| 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.
CCSS.ELA-Literacy.W.1.5 |
Organization and Focus |
| With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCSS.ELA-Literacy.W.1.6 |
Word-Processing |
| 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).
CCSS.ELA-Literacy.W.1.7 |
Research Reports and Research Plans |
| With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.W.1.8 |
Gathering Research Report Information |
| Speaking and Listening | eTAP Lesson |
| Comprehension and Collaboration | |
| 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).
CCSS.ELA-Literacy.SL.1.1.a |
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| Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
CCSS.ELA-Literacy.SL.1.1.b |
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| Ask questions to clear up any confusion about the topics and texts under discussion.
CCSS.ELA-Literacy.SL.1.1.c |
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| Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CCSS.ELA-Literacy.SL.1.2 |
Oral Directions |
| Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
CCSS.ELA-Literacy.SL.1.3 |
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| Presentation of Knowledge and Ideas | |
| Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
CCSS.ELA-Literacy.SL.1.4 |
Descriptive Words |
| Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-Literacy.SL.1.5 |
Oral Presentations |
| Produce complete sentences when appropriate to task and situation.
CCSS.ELA-Literacy.SL.1.6 |
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| Language | eTAP Lesson |
| Conventions of Standard English | |
| Print all upper- and lowercase letters.
CCSS.ELA-Literacy.L.1.1.a |
Uppercase & Lowercase Letters |
| Use common, proper, and possessive nouns.
CCSS.ELA-Literacy.L.1.1.b |
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| Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
CCSS.ELA-Literacy.L.1.1.c |
Nouns |
| Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
CCSS.ELA-Literacy.L.1.1.d |
Pronouns |
| 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).
CCSS.ELA-Literacy.L.1.1.e |
Verbs |
| Use frequently occurring adjectives.
CCSS.ELA-Literacy.L.1.1.f |
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| Use frequently occurring conjunctions (e.g., and, but, or, so, because).
CCSS.ELA-Literacy.L.1.1.g |
Grammar Conventions |
| Use determiners (e.g., articles, demonstratives).
CCSS.ELA-Literacy.L.1.1.h |
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| Use frequently occurring prepositions (e.g., during, beyond, toward).
CCSS.ELA-Literacy.L.1.1.i |
Prepositions |
| Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
CCSS.ELA-Literacy.L.1.1.j |
Sentence Structure |
| Capitalize dates and names of people.
CCSS.ELA-Literacy.L.1.2.a |
Capitalization |
| Use end punctuation for sentences.
CCSS.ELA-Literacy.L.1.2.b |
Period/Exclamation Point/Question Mark |
| Use commas in dates and to separate single words in a series.
CCSS.ELA-Literacy.L.1.2.c |
Commas |
| Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
CCSS.ELA-Literacy.L.1.2.d |
Word Families |
| Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
CCSS.ELA-Literacy.L.1.2.e |
Summary & Spelling |
| Vocabulary Acquisition and Use | |
| Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.1.4.a |
Context Clues |
| Use frequently occurring affixes as a clue to the meaning of a word.
CCSS.ELA-Literacy.L.1.4.b |
Roots and Affixes |
| Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
CCSS.ELA-Literacy.L.1.4.c |
Root/Base Words |
| Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
CCSS.ELA-Literacy.L.1.5.a |
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| 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).
CCSS.ELA-Literacy.L.1.5.b |
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| Identify real-life connections between words and their use (e.g., note places at home that are cozy).
CCSS.ELA-Literacy.L.1.5.c |
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| 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.
CCSS.ELA-Literacy.L.1.5.d |
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| 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).
CCSS.ELA-Literacy.L.1.6 |
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