1st Grade Literacy (Same for English and Spanish unless highlighted)
SPEAKING/LISTENING
Presentation
● Describe people, places, things and events with relevant details expressing ideas and
feelings clearly
● Add drawings or other visuals to descriptions when appropriate to clarify ideas, thoughts,
and feelings.
● Produce complete sentences, when appropriate to tasks and situations.
Comprehension and Collaboration
● Participate in collaborative conversations with peers and adults about grade 1 topics and
texts in small and larger groups.
○ Follow agreed upon rules for discussions (Listening to others with care, speaking one
at a time about the topics and texts under discussion).
○ Build on others’ ideas in conversations by responding to the comments of others
through multiple exchanges.
○ Ask questions to clear up any confusion about the topics and texts under discussion.
● Ask and answer questions about key details in a text read aloud, information presented
orally, or through other media.
● Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
● Give, repeat and follow 2 unrelated directions
Phonological Awareness (Found in Reading Section)
READING LITERATURE
Key Ideas and Details
● Ask and answer questions with key details in a text
● Retell stories including key details, and demonstrate an understanding of their central
message or lesson.
● Describe characters, settings and major events in a story using with 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 range of text types
● Identify who is telling the story at various points in a text
Integration of Knowledge and Ideas
● Use illustrations and details in a story to describe its characters, setting, or events.
● Compare and contrast the adventures & experiences of characters in stories (good v evil)
Range of Reading
● With prompting and support, read prose and poetry of appropriate complexity for grade 1
READING INFORMATIONAL TEXTS
Key Ideas and Details
● Ask answer questions about key details
in a text.
● Identify and describe the main topic and retell key ideas of a text.
● Describe the connection between two individuals, events, ideas or pieces of info in text
● Use schema and background knowledge to construct meaning
Craft and Structure
● Ask questions to help determine or clarify the meaning of words and phrases in a text.
● Know and use various text features (headings- table of contentsglossaries-captions-graphics etc) to locate key facts or information in text.
● Distinguish between info provided by pictures or other illustrations and information
provided by the words in a text.
Integration of Knowledge and Ideas
● Use the illustrations and details in a text to describe its key ideas.
● Identify reasons an author gives to support points in a text
● Identify basic similarities and differences between two texts on the same topic
Range of Reading
● With prompting and support, read informational texts appropriately complex for grade 1
Concepts of Print
● Demonstrate understanding of the organization and basic features of print.
○ Recognize the distinguishing features of a sentence (First word, cap., ending punct.)
Phonological Awareness
● Demonstrate understanding of spoken words, syllables, and sounds**
● Distinguish long from short vowel sounds in spoken single-syllable words.**
● Orally produce single-syllable words by blending sounds, including consonant blends.**
● Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words
● Segment spoken single-syllable words into their complete sequence of individual sounds.**
Phonics
● Know and apply grade-level phonics and word analysis in decoding words.
○ Know the spelling-sound correspondences for common consonant digraphs
(2letters-1sound) (th, ch, sh) Decodificar palabras dígrafas (ej. chi-le, lla-ve, pe-rro)
○ Decode regularly spelled one-syllable words
○ Know final –e and common vowel team conventions for representing long vowel sounds
○ Use knowledge that every syllable must have a vowel sound to determine the number
of syllables in a printed word
○ Decode two-syllable words following basic patterns by breaking the words into
syllables.
Decodificar palabras polisílabas de sílabas abiertas (mariposa) Leer palabras de
sílabas trabadas (ej. tra, fra, dra, cla, fla, pla, etc.)
○ Decodificar palabras con h.
○ Read words with inflectional endings(s, ed, es, ing, ando) y con prefijos y sufijos
comunes
○ Recognize and read grade-appropriate irregularly spelled words(ex. who, one)
○
Fluency
● Read with sufficient accuracy and fluency to support comprehension.
○ Read grade level text with purpose, understanding
○ Read grade level text orally with accuracy, appropriate rate, expression
○ Use context to confirm or self-correct word recognition and understanding
re-reading if necessary
Vocabulary
● Determine or clarify the meaning of unknown and multiple-meaning words and phrase based
on grade 1 reading and content, choosing flexibly from an array of strategies.
○ Use sentence level context as a clue to the meaning of a word or phrase
○ Use frequently occurring affixes as a clue to the meaning of new words
cantar--(cantando, canto, cantaado)
○ Identify frequently occurring root words (ex. look) and their inflectional forms
(looks, looked, looking) (mirar, mirando, miro)
● With guidance and support from adults, demonstrate understanding of figurative language,
word relationships an nuances in word meanings.
○ Sort words into categories to gain a sense of the concepts the category represents
○ Define words by category and by one or more key attributes ( a duck is a bird that
swims, a tiger is large cat with stripes).
○ Identify real-life connections between words and their use (ex. Note places at home
that are cozy)
○ Distinguish shades of meaning among verbs differing in manner (look, peek, glance,
stare, glare, scowl decir, hablar, charlar, conversar) and adjectives differing in
intensity (large, gigantic grande-enorme-gigante) by defining them, or choosing them,
or by acting them out by meanings.
● Use words and phrases acquired through conversations, reading and read-aloud, and
responding to texts, including using frequently occurring conjunctions to signal simple
relationships (because).
WRITING
Narratives, Opinion Pieces, Informative/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
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 facts about the
topic, and provide some sense of closure.
Production and Distribution of Writing
● With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, add details to strengthen writing, and reread and revise to ensure
writing makes sense, as needed.
● With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including collaboratively with peers.
Grammar/Usage
● Print all upper-and lowercase letters fluently.
● Use common proper and possessive nouns
● Use singular plural nouns with matching verbs in a basic sentence (yo salto, ellos saltan I
walk, she walks)
● Use personal, possessive and indefinite pronouns (I, me, my; they, them, their, anyone,
everything) (yo, mi, mío, ellos, sus, suyos, algunos, ninguno etc.)
● Use verbs to convey a sense of past present and future (Yesterday I walked home; Today I
walk home; Tomorrow I will walk home)
● Use frequently occurring adjectives
● Use frequently occurring conjunctions (and, but, or, so because)
● Use frequently occurring prepositions (during, beyond, toward) ( a, con, de, en , para, por)
● Use determiners (articles: the, an, a & demonstratives: this, that, those)( el, la, un, una, este,
ese, aquel etc.)
● Produce and expand complete, simple and compound declarative, interrogative, imperative
and exclamatory sentences in response to prompts.
Conventions
Capitalize dates and names of people
● Use end punctuation for sentences.
● Use commas in dates and to separate single words in a series
● Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words (c-z-s, q-c-k, mp-mb, v-b, j-g, ll-y) (short vowels, final –e)
● Escribir palabras no enseñadas basándose en las convenciones ortográficas estudiadas:
sílabas (consonante + vocal), cerradas (vocal + consonante) y diptongos (unión de dos vocales
en la misma sílaba) called making visual analogies in English
● Escribir correctamente palabras con sílabas trabadas (pla, fla, cla, bla, tra, fra, cra, para,
bra, etc.)
● Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
●
RESEARCH/REASONING
● Participate in shared research and writing projects (ex. Explore a number of “how-to” books
on a given topic and use them to write a sequence of instructions, and answer questions of
interest through guided inquiry)
● With guidance and support from adults, recall information from experiences, or gather
information from provided sources to answer a question.
** English only or English example
**Spanish only or Spanish example
**Found in both Speaking/listening and Reading