Common Core Ela Grade 1

Browse through the list of common core standards for Grade-1 Ela. Click on the common core topic title to view all available worksheets.

• [l-1-1]  Language: Conventions of Standard English

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

• [l-1-1a]  Language: Conventions of Standard English

  Print all upper- and lowercase letters.

• [l-1-1b]  Language: Conventions of Standard English

  Use common, proper, and possessive nouns.

• [l-1-1c]  Language: Conventions of Standard English

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

• [l-1-1d]  Language: Conventions of Standard English

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

• [l-1-1e]  Language: Conventions of Standard English

  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).

• [l-1-1f]  Language: Conventions of Standard English

  Use frequently occurring adjectives.

• [l-1-1g]  Language: Conventions of Standard English

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

• [l-1-1h]  Language: Conventions of Standard English

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

• [l-1-1i]  Language: Conventions of Standard English

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

• [l-1-1j]  Language: Conventions of Standard English

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

• [l-1-2]  Language: Conventions of Standard English

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

• [l-1-2a]  Language: Conventions of Standard English

  Capitalize dates and names of people.

• [l-1-2b]  Language: Conventions of Standard English

  Use end punctuation for sentences.

• [l-1-2c]  Language: Conventions of Standard English

  Use commas in dates and to separate single words in a series.

• [l-1-2d]  Language: Conventions of Standard English

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

• [l-1-2e]  Language: Conventions of Standard English

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

• [l-1-4]  Language: Vocabulary Acquisition and Use

  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-1-4a]  Language: Vocabulary Acquisition and Use

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

• [l-1-4b]  Language: Vocabulary Acquisition and Use

  Use frequently occurring affixes as a clue to the meaning of a word.

• [l-1-4c]  Language: Vocabulary Acquisition and Use

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

• [l-1-5]  Language: Vocabulary Acquisition and Use

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

• [l-1-5a]  Language: Vocabulary Acquisition and Use

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

• [l-1-5b]  Language: Vocabulary Acquisition and Use

  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-1-5c]  Language: Vocabulary Acquisition and Use

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

• [l-1-5d]  Language: Vocabulary Acquisition and Use

  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-1-6]  Language: Vocabulary Acquisition and Use

  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).

• [rf-1-1]  Reading Foundational Skills: Print Concepts

  Demonstrate understanding of the organization and basic features of print.

• [rf-1-1a]  Reading Foundational Skills: Print Concepts

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

• [rf-1-2]  Reading Foundational Skills: Phonological awareness

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

• [rf-1-2a]  Reading Foundational Skills: Phonological awareness

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

• [rf-1-2b]  Reading Foundational Skills: Phonological awareness

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

• [rf-1-2c]  Reading Foundational Skills: Phonological awareness

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

• [rf-1-2d]  Reading Foundational Skills: Phonological awareness

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

• [rf-1-3]  Reading Foundational Skills: Phonics and Word recognition

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

• [rf-1-3a]  Reading Foundational Skills: Phonics and Word recognition

  Know the spelling-sound correspondences for common consonant digraphs.

• [rf-1-3b]  Reading Foundational Skills: Phonics and Word recognition

  Decode regularly spelled one-syllable words.

• [rf-1-3c]  Reading Foundational Skills: Phonics and Word recognition

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

• [rf-1-3d]  Reading Foundational Skills: Phonics and Word recognition

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

• [rf-1-3e]  Reading Foundational Skills: Phonics and Word recognition

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

• [rf-1-3f]  Reading Foundational Skills: Phonics and Word recognition

  Read words with inflectional endings.

• [rf-1-3g]  Reading Foundational Skills: Phonics and Word recognition

  Recognize and read grade-appropriate irregularly spelled words.

• [rf-1-4]  Reading Foundational Skills: Fluency

  Read with sufficient accuracy and fluency to support comprehension.

• [rf-1-4a]  Reading Foundational Skills: Fluency

  Read on-level text with purpose and understanding.

• [rf-1-4b]  Reading Foundational Skills: Fluency

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

• [rf-1-4c]  Reading Foundational Skills: Fluency

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

• [ri-1-1]  Reading Informational: Key Ideas and Details

  Ask and answer questions about key details in a text.

• [ri-1-10]  Reading Informational: Range of Reading and Level of Text Complexity

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

• [ri-1-2]  Reading Informational: Key Ideas and Details

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

• [ri-1-3]  Reading Informational: Key Ideas and Details

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

• [ri-1-4]  Reading Informational: Craft and Structure

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

• [ri-1-5]  Reading Informational: Craft and Structure

  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-1-6]  Reading Informational: Craft and Structure

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

• [ri-1-7]  Reading Informational: Integration of Knowledge and Ideas

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

• [ri-1-8]  Reading Informational: Integration of Knowledge and Ideas

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

• [ri-1-9]  Reading Informational: Integration of Knowledge and Ideas

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

• [rl-1-1]  Reading Literature: Key Ideas and Details

  Ask and answer questions about key details in a text.

• [rl-1-10]  Reading Literature: Range of Reading and Level of Text Complexity

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

• [rl-1-2]  Reading Literature: Key Ideas and Details

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

• [rl-1-3]  Reading Literature: Key Ideas and Details

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

• [rl-1-4]  Reading Literature: Craft and Structure

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

• [rl-1-5]  Reading Literature: Craft and Structure

  Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

• [rl-1-6]  Reading Literature: Craft and Structure

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

• [rl-1-7]  Reading Literature: Integration of Knowledge and Ideas

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

• [rl-1-8]  Reading Literature: Integration of Knowledge and Ideas

  (Not applicable to literature)

• [rl-1-9]  Reading Literature: Integration of Knowledge and Ideas

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

• [sl-1-1]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-1-1a]  Speaking and Listening: 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).

• [sl-1-1b]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-1-1c]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-1-2]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-1-3]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-1-4]  Speaking and Listening: Presentation of Knowledge and Ideas

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

• [sl-1-5]  Speaking and Listening: Presentation of Knowledge and Ideas

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

• [sl-1-6]  Speaking and Listening: Presentation of Knowledge and Ideas

  Produce complete sentences when appropriate to task and situation.

• [w-1-1]  Writing: 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.

• [w-1-2]  Writing: Text Types and Purposes

  Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

• [w-1-3]  Writing: Text Types and Purposes

  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.

• [w-1-5]  Writing: 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.

• [w-1-6]  Writing: Production and Distribution of Writing

  With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

• [w-1-7]  Writing: 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).

• [w-1-8]  Writing: Research to Build and Present Knowledge

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