Common Planner
K–12 Standards

Grade 1

Other Massachusetts English Language Arts and Literacy sets

Reading Standards for Literature

  •  

    Key Ideas and Details

    1. 1.

      Ask and answer questions about key details in a text.RL.1.1

    2. 2.

      Retell stories, including key details, and demonstrate understanding of their central message or lesson.RL.1.2

    3. 3.

      Describe characters, settings, and major events in a story, using key details.RL.1.3

  •  

    Craft and Structure

    1. 4.

      Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RL.1.4

    2. 5.

      Identify characteristics of common types of stories, including folktales and fairy tales.RL.1.5

    3. 6.

      Identify who is telling the story at various points in a text.RL.1.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Use illustrations and details in a story to describe its characters, setting, or events.RL.1.7

    2. 8.

      Not applicable.RL.1.8

    3. 9.

      Compare and contrast the adventures and experiences of characters in stories.RL.1.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 1.RL.1.10

Reading Standards for Informational Text

  •  

    Key Ideas and Details

    1. 1.

      Ask and answer questions about key details in a text.RI.1.1

    2. 2.

      Identify the main topic and retell key details of a text.RI.1.2

    3. 3.

      Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.3

  •  

    Craft and Structure

    1. 4.

      Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.RI.1.4

    2. 5.

      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

    3. 6.

      Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.RI.1.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Use the illustrations and details in a text to describe its key ideas.RI.1.7

    2. 8.

      Identify the reasons an author gives to support points in a text.RI.1.8

    3. 9.

      Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).RI.1.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      With prompting and support, read and comprehend informational texts exhibiting complexity appropriate for at least grade 1.RI.1.10

Reading Standards for Foundational Skills

  •  

    Print Concepts

    1. 1.

      Demonstrate understanding of the organization and basic features of print.RF.1.1

      1. a.

        Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).RF.1.1.a

  •  

    Phonological Awareness

    1. 2.

      Demonstrate understanding of spoken words, syllables, and sounds (phonemes).RF.1.2

      1. a.

        Distinguish long from short vowel sounds in spoken single-syllable words.RF.1.2.a

      2. b.

        Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.RF.1.2.b

      3. c.

        Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.2.c

      4. d.

        Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF.1.2.d

  •  

    Phonics and Word Recognition

    1. 3.

      Know and apply grade-level phonics and word analysis skills in decoding words.RF.1.3

      1. a.

        Know the spelling-sound correspondences for common consonant digraphs.RF.1.3.a

      2. b.

        Decode regularly spelled one-syllable words.RF.1.3.b

      3. c.

        Know final -e and common vowel team conventions for representing long vowel sounds.RF.1.3.c

      4. d.

        Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.RF.1.3.d

      5. e.

        Decode two-syllable words following basic patterns by breaking the words into syllables.RF.1.3.e

      6. f.

        Read words with inflectional endings.RF.1.3.f

      7. g.

        Recognize and read grade-appropriate irregularly spelled words.RF.1.3.g

  •  

    Fluency

    1. 4.

      Read with sufficient accuracy and fluency to support comprehension.RF.1.4

      1. a.

        Read grade-level text with purpose and understanding.RF.1.4.a

      2. b.

        Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.RF.1.4.b

      3. c.

        Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RF.1.4.c

Writing

  •  

    Text Types and Purposes

    1. 1.

      Write opinion pieces that 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

    2. 2.

      Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.W.1.2

    3. 3.

      Write narratives in prose or poem form that recount two or more appropriately sequenced events or experiences, include some details about what happened or was experienced, use temporal words to signal order where appropriate, and provide some sense of closure.W.1.3

      1. a.

        For poems, use rhyming words and words that repeat long or short vowel sounds to create structureW.1.3.a

  •  

    Production and Distribution of Writing

    1. 4.

      Produce writing in which the development and organization are appropriate to task, purpose, and audience.W.1.4

    2. 5.

      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

      1. a.

        Begins in grade 3.W.1.5.a

      2. b.

        Demonstrate the ability to choose and use appropriate vocabulary.W.1.5.b

    3. 6.

      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

  •  

    Research to Build and Present Knowledge

    1. 7.

      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

    2. 8.

      With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.1.8

    3. 9.

      Begins in grade 4.W.1.9

  •  

    Range of Writing

    1. 10.

      Write routinely for a range of tasks, purposes, and audiences.W.1.10

Speaking and Listening

  •  

    Comprehension and Collaboration

    1. 1.

      Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.SL.1.1

      1. 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).SL.1.1.a

      2. b.

        Build on others' talk in conversations by responding to the comments of others through multiple exchanges.SL.1.1.b

      3. c.

        Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.1.c

    2. 2.

      Ask and answer questions about key details in a text read aloud or information presented orally or through other media.SL.1.2

    3. 3.

      Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.SL.1.3

  •  

    Presentation of Knowledge and Ideas

    1. 4.

      Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly and using appropriate vocabulary.SL.1.4

    2. 5.

      Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.SL.1.5

    3. 6.

      Produce complete sentences when appropriate to task and situation.SL.1.6

Language

  •  

    Conventions of Standard English

    1. 1.

      Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.L.1.1

      1. a.

        Produce and expand simple and compound sentences.L.1.1.a

      2. b.

        Demonstrate understanding that a question is a type of sentence.L.1.1.b

      3. c.

        Use singular and plural nouns with matching verbs in sentences.L.1.1.c

      4. d.

        Use verbs in sentences to convey a sense of past, present, and future.L.1.1.d

      5. e.

        Use common, proper, and possessive nouns.L.1.1.e

      6. f.

        Use personal, possessive, and indefinite pronouns.L.1.1.f

      7. g.

        Use frequently occurring prepositions, adjectives, adverbs, conjunctions, and articles.L.1.1.g

    2. 2.

      Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.1.2

      1. a.

        Print legibly all upper- and lowercase letters.L.1.2.a

      2. b.

        Use end punctuation for sentences.L.1.2.b

      3. c.

        Capitalize the names of months and people.L.1.2.c

      4. d.

        Use commas in dates and to separate individual words in a series.L.1.2.d

      5. e.

        Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.L.1.2.e

      6. f.

        Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.L.1.2.f

      7. g.

        Write numerals up to 120; understand that numbers are also written as words; write words for numbers from one to ten.L.1.2.g

  •  

    Knowledge of Language

    1. 3.

      Begins in grade 2.L.1.3

  •  

    Vocabulary Acquisition and Use

    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.L.1.4

      1. a.

        use sentence-level context as a clue to the meaning of a word or phrase.L.1.4.a

      2. b.

        use frequently occurring affixes as a clue to the meaning of a word.L.1.4.b

      3. c.

        identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).L.1.4.c

    2. 5.

      With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.L.1.5

      1. a.

        sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.L.1.5.a

      2. 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).L.1.5.b

      3. c.

        identify real-life connections between words and their use (e.g., note places at home that are cozy).L.1.5.c

      4. 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.L.1.5.d

    3. 6.

      Use words and phrases acquired through conversations, activities in the grade 1 curriculum, reading and being read to, and responding to texts, including using frequently occurring conjunctions (e.g., because) to signal simple relationships.L.1.6

Frequently asked questions

What grade levels do these standards cover?
Grade 1
When were these standards adopted?
2017

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