Grade 1

Other Idaho English Language Arts/Literacy sets

• Grade K
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grades 9, 10
• Grades 11, 12

Retell the beginning, middle, and end of familiar stories (including fables and fairy tales) with key details heard or read, demonstrating understanding of their central messages or morals.1.RC.5.a

Describe the connection between characters, settings, and major events in stories heard, using key details.1.RC.5.b

Describe major differences between books that tell stories and books that give information.1.RC.5.c

Describe who is telling stories heard or read at various points in texts.1.RC.5.d

Compare and contrast the adventures or experiences of characters in stories heard.1.RC.5.e

Retell key details of texts that demonstrate understanding of the main topics of texts heard or read.1.RC.6.a

Describe the connection between two individuals, events, ideas, or pieces of information in texts heard or read.1.RC.6.b

Know and use various text features (e.g., table of contents, headings, glossaries, icons, index) to locate information in a text.1.RC.6.c

Identify the reasons authors give to support points in texts heard or read.1.RC.6.d

Identify basic similarities in and differences between two texts heard or read on the same topic.1.RC.6.e

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.1.VD.1.a

Use sentence-level context as a clue to the meaning of a word or phrase.1.VD.1.b

Use frequently occurring affixes (e.g., re-, un- pre-, -ful, -less) as clues to the nuance they add to known words.1.VD.1.c

Recognize and read frequently encountered words with inflectional endings (e.g., -d, -ed, -s, -es).1.VD.1.d

Identify frequently encountered root words (e.g., help) and use the roots as clues to the meaning of the full word (e.g., helper, helpful).1.VD.1.e

Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., playpen, penpal).1.VD.1.f

Sort words into categories (e.g., tools, pets) and define those words by one or more key attributes (e.g., a saw is a tool that cuts; a goldfish is a pet that lives in water).1.VD.2.a

Demonstrate understanding of frequently occurring grade-level verbs and adjectives by relating them to their synonyms and antonyms.1.VD.2.b

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, stroll, strut, prance) by acting out the meanings.1.VD.2.c

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.1.VD.2.d

Use subject-verb agreement in simple sentences.1.GC.1.a

Match single and plural nouns with matching verbs in simple sentences. (e.g., He hops; We hop).1.GC.1.b

Form and use the simple verb tenses (past, present, and future) for regular verbs.1.GC.1.c

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).1.GC.1.d

Use frequently occurring adjectives.1.GC.1.e

Use frequently occurring conjunctions to signal simple relationships (e.g., and, but, or, so, because).1.GC.1.f

Use frequently occurring prepositions (e.g., to, during, under, in, with, at).1.GC.1.g

Produce and expand complete sentences in response to prompts.1.GC.1.h

Distinguish among declarative, exclamatory, and interrogative sentences, and use periods, exclamation marks, or question marks at the end of sentences when writing and reading text aloud.1.GC.2.a

Use commas in dates and to separate single words in a series.1.GC.2.b

Capitalize the first word in a sentence, the first letter of student's name, and the pronoun "I".1.GC.2.c

Use conventional spelling for words with common, taught spelling patterns and frequently occurring irregular words.1.GC.3.a

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.1.GC.3.b