Grade 1 ELA Connecticut Standards

Conduct research and evaluate and communicate findings to answer questions or solve problems.

Create clear and coherent grade-appropriate speech and text.

Analyze and critique the arguments of others orally and in writing.

Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

Determine the meaning of words and phrases in oral presentations and literary and informational text.

Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Adapt language choices to purpose, task, and audience when speaking and writing.

Speak and write about grade-appropriate complex literary and informational texts and topics.

Make accurate use of standard English to communicate in grade appropriate speech and writing.

Construct grade-appropriate oral and written claims and support them with reasoning and evidence.

An EL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

An EL can make accurate use of standard English to communicate in grade-appropriate speech and writing.

An EL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

An EL can speak and write about grade-appropriate complex literary and informational texts and topics.

An EL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

An EL can conduct research and evaluate and communicate findings to answer questions or solve problems.

An EL can analyze and critique the arguments of others orally and in writing.

An EL can adapt language choices to purpose, task, and audience when speaking and writing.

An EL can determine the meaning of words and phrases in oral presentations and literary and informational text.

An EL can create clear and coherent grade-appropriate speech and text.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Print all upper- and lowercase letters.

Use common, proper, and possessive nouns.

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

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

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).

Use frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use determiners (e.g., articles, demonstratives).

Use frequently occurring prepositions (e.g., during, beyond, toward).

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

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

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.

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

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.

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 a word.

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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

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

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).

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

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.

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).

Demonstrate understanding of the organization and basic features of print.

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

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

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

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

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

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

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

Know the spelling-sound correspondences for common consonant digraphs.

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.

Read words with inflectional endings.

Recognize and read grade-appropriate irregularly spelled words.

Read with sufficient accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding.

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

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

Ask and answer questions about key details in a text.

With prompting and support, read informational texts appropriately complex for grade 1.

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.

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

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.

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

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

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

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

Ask and answer questions about key details in a text.

With prompting and support, read prose and poetry of appropriate complexity for grade 1.

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.

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.

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

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

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

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

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).

Build on others' talk 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 or 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.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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.

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.

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.

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.

with prompting and supports, understand and use frequently occurring nouns and verbs, and understand and use very simple sentences and respond to simple questions

with prompting and supports, put events in order from an experience or familiar story and point to or match attributes of objects in the environment

relying on prompting, context, visual aids, and knowledge of morphology in the native language, recognize the meaning of a few frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events

with prompting and supports, repeat and use frequently occurring words and phrases and recognize the meaning of high frequency words learned through conversations, reading, and being read to

with prompting and supports, use a few frequently occurring words and phrases to identify the main point of an author or speaker

with prompting and supports, participate in shared research projects to answer a question and recall information from experiences and gather information from simple provided sources and label information

with prompting and supports, verbally or nonverbally express a preference or opinion using a limited number of words and phrases acquired in conversations, reading, and being read to about familiar topics, experiences, or objects in the environment

with prompting and supports, communicate basic information or feelings using words and phrases acquired in conversations, reading, and being read to about familiar texts, topics, experiences, events, or objects in the environment

with prompting and supports, listen with occasional participation in short conversations using a limited number of words and phrases acquired in conversations, reading, and being read to and respond verbally and nonverbally to simple yes/no and some wh-questions about familiar topics

with prompting and supports, use a very limited set of strategies to: identify a few key words/attributes from read-alouds, picture books, and oral presentations

with prompting and supports, recognize and use frequently occurring nouns, verbs, prepositions, and pronouns and produce simple sentences

with prompting and supports, orally retell several events from an experience, event, or a familiar story and present basic information and use of some frequently occurring linking words (e.g. and, so)

using prompting, context, visual aids, and knowledge of morphology in the native language,  answer simple questions to help determine the meaning of frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events

with prompting and supports, recognize and use some words learned through conversations, reading, and being read to and recognize the meaning and the context of some words learned through conversations, reading, and being read to

with prompting and supports, identify the main point of an author or speaker identify a reason an author or a speaker gives to support a point

with prompting and supports, participate in shared research projects to answer a question and recall information from experiences and gather information from provided sources and label information

with prompting and supports, express an opinion using words and phrases acquired in conversations, reading, and being read to about familiar topics, experiences, or events

with prompting and supports, communicate basic messages using words and phrases acquired in conversations, reading, and being read to about familiar topics, experiences, or events

with prompting and supports, participate in short conversations using words and phrases acquired in conversations, reading, and being read to and take turns and respond to yes/no and whquestions about familiar topics

with prompting and supports, use an emerging set of strategies to: identify key words, attributes, and phrases from read-alouds, simple written texts, and oral presentations

with guidance and supports, use some singular and plural nouns and pronouns and use verbs in the present and past tenses and use frequently occurring prepositions and conjunctions and produce and expand simple sentences in response to prompts about familiar topics

with guidance and supports, retell a simple sequence of events or familiar story in the correct order and present basic information and use some frequently occurring linking words (e.g., and, so) and temporal words (e.g., first, then)

using context, visual aids, reference materials, and a developing knowledge of English morphology, answer and sometimes ask questions to help determine the meaning of frequently and some less frequently occurring words and phrases in oral presentations, readalouds, and simple texts about familiar topics, experiences, or events

with guidance and supports, use some words learned through conversations, reading, and being read to and recognize the meaning and context of words to demonstrate awareness of the difference between social language and language for the classroom

with guidance and supports, identify the main point of an author or speaker identify one or two reasons an author or a speaker gives to support the main point

with guidance and supports, participate in shared research projects to answer a question and recall information from experiences and gather information from provided sources. and label and sort information into provided categories and present findings to a peer or small group using drawings or illustrations, when useful

with guidance and supports, express an opinion and give a reason for the opinion and use words and phrases acquired in conversations, reading, and being read to about familiar stories, experiences, or events

with guidance and supports, deliver short simple oral presentations and compose short written texts including drawings or illustrations and use words and phrases acquired in conversations, reading, and being read to about familiar topics, stories, experiences, or events

with guidance and supports, participate in short discussions, conversations, and short written exchanges using words and phrases acquired in conversations, reading, and being read to and follow rules for discussion and ask and answer simple questions to gain information or clarify understanding about familiar topics

with guidance and supports, use a developing set of strategies to: identify main topics, and answer questions about key details and retell some key details or events from read-alouds, simple written texts, and oral presentations

use an increasing number of singular and plural nouns, pronouns, and verbs and use present and past verb tenses with appropriate subject-verb agreement and use frequently occurring prepositions and conjunctions and produce and expand simple and some compound sentences in response to prompts

retell events or a story in sequence including key details and present basic information about a topic and use some temporal words (e.g., next, after), and some frequently occurring linking words (and, so) and provide some sense of closure

using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms, answer and ask questions to help determine the meaning of less common words, phrases, and simple idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events

use some words learned through conversations, reading, and being read to and demonstrate awareness of differences between social language and language appropriate to the classroom

identify the main point of an author or speaker and identify reasons an author or a speaker gives to support the main point

participate in shared research projects to answer a question and recall information from experiences and gather information from provided sources and label and sort information and record some information/observations in simple notes and present findings to a small or large group using drawings or illustrations, when useful

introduce the topic and express opinions and give a reason for the opinion and use words and phrases acquired in conversations, reading, and being read to about a variety of texts topics, experiences, and events

deliver short simple oral presentations and compose written texts with drawings or illustrations and use words and phrases acquired in conversations, reading, and being read to and include relevant details about a variety of texts, topics, experiences, or events

participate in discussions, conversations, and written exchanges using words and phrases acquired in conversations, reading, and being read to and follow rules for discussion • ask and answer questions to gain information or clarify understanding and respond to the comments of others and make comments of his or her own about a variety of topics and texts

use an increasing range of strategies to: identify main topics and ask and answer questions about an increasing number of key details and retell familiar stories or episodes of stories from read-alouds, written texts, and oral presentations

use singular and plural nouns, and pronouns and use past, present, and future verb tenses with appropriate subject-verb agreement and use frequently occurring prepositions and conjunctions and produce and expand a variety of simple and compound sentences in response to prompts

retell a sequence of events or a story in the correct order including key details and introduce a topic and provide some related facts about a topic and use temporal words accurately to signal event order and using frequently occurring conjunctions (linking words or phrases) and provide some sense of closure

using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as - ed, -ing, and some common prefixes and suffixes), answer and ask questions to help determine or clarify the meaning of words, phrases, and idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events

use words learned through conversations, reading, and being read to and shift appropriately between social language and language appropriate to the classroom

identify the main point of an author or speaker and explain the reasons an author or a speaker gives to support the main point

participate in shared research projects to answer a question and recall information from experiences and gather information from a variety of provided sources. and record some information/observations in simple notes. and present findings to a small or large group using drawings or illustrations, when useful

introduce the topic and express opinions and give a reason for the opinion and provide a sense of closure and use words and phrases acquired in conversations, reading, and being read to about a variety of texts, topics, experiences, or events

deliver oral presentations and compose written texts with drawings or illustrations and use words and phrases acquired in conversations, reading, and being read to and include key details about a variety of texts, topics, experiences, or events

participate in extended discussions, conversations, and written exchanges using words and phrases acquired in conversations, reading, and being read to and follow rules for discussion and ask and answer questions to gain information or clarify understanding and build on the comments of others and contribute his or her own relevant comments about a variety of topics and texts

use a wide range of strategies to: identify main topics and ask and answer questions about key details and retell stories and events, including key details from read-alouds, written texts, and oral presentations

Range of Reading and Level of Text Complexity

Comprehension and Collaboration

Range of Writing

Presentation of Knowledge and Ideas

Integration of Knowledge and Ideas

(Begins in grade 3)

Range of Reading and Level of Text Complexity

Reading Standards for Literature

(Not applicable to literature)

Speaking and Listening Standards

Writing Standards

Key Ideas and Details

Range of Writing

Phonics and Word Recognition

(Begins in grade 3)

Comprehension and Collaboration

Range of Reading and Level of Text Complexity

Print Concepts

Research to Build and Present Knowledge

Key Ideas and Details

Reading Standards for Informational Text

Research to Build and Present Knowledge

(Begins in grade 4)

Integration of Knowledge and Ideas

Production and Distribution of Writing

College and Career Readiness Anchor Standards for Language

Knowledge of Language

Reading Standards: Foundational Skills

(Begins in grade 2)

College and Career Readiness Anchor Standards for Writing

Fluency

Integration of Knowledge and Ideas

Craft and Structure

Text Types and Purposes

Conventions of Standard English

Text Types and Purposes

College and Career Readiness Anchor Standards for Speaking and Listening

Knowledge of Language

Craft and Structure

College and Career Readiness Anchor Standards for Reading

Craft and Structure

Key Ideas and Details

Language Standards

Production and Distribution of Writing

Presentation of Knowledge and Ideas

Conventions of Standard English

Vocabulary Acquisition and Use

Phonological Awareness

Vocabulary Acquisition and Use