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Grade 1 Language Arts

41 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.1.1

Ask and answer questions about key details

Independently ask and answer questions about key details in a text. across representations and contexts.

Component progression

  1. 1I can identify a key detail while reading or listening to a text.
  2. 2I can answer a question about a key detail in a text using evidence from the text.
  3. 3I can ask a question about a key detail in a text.
Reading Literature · CCSS.ELA-LITERACY.RL.1.2

Retell stories and identify the central message

Independently retell stories, including key details, and demonstrate understanding of their central message or lesson. across representations and contexts.

Component progression

  1. 1I can retell a story, including its key details, in the correct order.
  2. 2I can identify the central message or lesson of a story.
  3. 3I can explain how a key detail in the story supports its central message or lesson.
Reading Literature · CCSS.ELA-LITERACY.RL.1.3

Describe characters, settings, and major events

Independently describe characters, settings, and major events in a story, using key details. across representations and contexts.

Component progression

  1. 1I can describe the characters in a story using key details from the text.
  2. 2I can describe the setting of a story using key details from the text.
  3. 3I can describe the major events of a story using key details from the text.
Reading Literature · CCSS.ELA-LITERACY.RL.1.4

Identify words that suggest feelings or appeal to the senses

Independently identify words and phrases in stories or poems that suggest feelings or appeal to the senses. across representations and contexts.

Component progression

  1. 1I can identify a word or phrase in a text that suggests a character's or the reader's feelings.
  2. 2I can identify a word or phrase in a text that appeals to sight, sound, touch, taste, or smell.
  3. 3I can explain how an identified word or phrase affects the reader's understanding or experience of the text.
Reading Literature · CCSS.ELA-LITERACY.RL.1.5

Explain differences between story and informational books

Independently explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. across representations and contexts.

Component progression

  1. 1I can identify features that are typical of books that tell stories, such as characters and events.
  2. 2I can identify features that are typical of books that give information, such as facts and topics.
  3. 3I can explain a major difference between story books and informational books based on their features and purposes.
Reading Literature · CCSS.ELA-LITERACY.RL.1.6

Identify who is telling the story

Independently identify who is telling the story at various points in a text. across representations and contexts.

Component progression

  1. 1I can identify who is telling the story at a specific point in the text.
  2. 2I can distinguish between the narrator telling the story and a character speaking within it.
  3. 3I can notice when a different part of a story is told by a different narrator or character.
Reading Literature · CCSS.ELA-LITERACY.RL.1.7

Use illustrations and details to describe story elements

Independently use illustrations and details in a story to describe its characters, setting, or events. across representations and contexts.

Component progression

  1. 1I can use details from illustrations to describe a story's characters.
  2. 2I can use details from illustrations to describe a story's setting.
  3. 3I can combine details from both illustrations and text to describe a story's characters, setting, or events.
Reading Literature · CCSS.ELA-LITERACY.RL.1.9

Compare and contrast characters' adventures and experiences

Independently compare and contrast the adventures and experiences of characters in stories. across representations and contexts.

Component progression

  1. 1I can describe the adventures or experiences of a character in one story.
  2. 2I can describe the adventures or experiences of a character in a different story.
  3. 3I can compare and contrast the adventures and experiences of characters from two different stories.
Reading Literature · CCSS.ELA-LITERACY.RL.1.10

Read grade-level prose and poetry

Independently with prompting and support, read prose and poetry of appropriate complexity for grade 1. across representations and contexts.

Component progression

  1. 1I can read a prose text of grade 1 complexity with prompting and support.
  2. 2I can read a poem of grade 1 complexity with prompting and support.
  3. 3I can demonstrate understanding of a grade-level prose or poetry text while reading it.
Reading Informational Text · CCSS.ELA-LITERACY.RI.1.1

Ask and answer questions about key details in informational text

Independently ask and answer questions about key details in an informational text. across representations and contexts.

Component progression

  1. 1I can identify a key detail while reading or listening to an informational text.
  2. 2I can answer a question about a key detail in an informational text using text evidence.
  3. 3I can ask a question about a key detail in an informational text.
Reading Informational Text · CCSS.ELA-LITERACY.RI.1.2

Identify the main topic and retell key details

Independently identify the main topic and retell key details of a text. across representations and contexts.

Component progression

  1. 1I can identify the main topic of an informational text.
  2. 2I can retell key details from an informational text related to its main topic.
  3. 3I can explain how a retold detail relates to the text's main topic.
Reading Informational Text · CCSS.ELA-LITERACY.RI.1.3

Describe connections in informational text

Independently describe the connection between two individuals, events, ideas, or pieces of information in a text. across representations and contexts.

Component progression

  1. 1I can identify two individuals, events, ideas, or pieces of information in an informational text.
  2. 2I can describe the connection between two individuals, events, ideas, or pieces of information.
  3. 3I can point to specific text evidence that shows the connection between two pieces of information.
Reading Informational Text · CCSS.ELA-LITERACY.RI.1.4

Clarify word meanings using questions

Independently ask and answer questions to help determine or clarify the meaning of words and phrases in a text. across representations and contexts.

Component progression

  1. 1I can notice when a word or phrase in a text is unfamiliar.
  2. 2I can ask a question to help clarify the meaning of an unfamiliar word or phrase.
  3. 3I can use context from the text to help answer a question about a word's meaning.
Reading Informational Text · CCSS.ELA-LITERACY.RI.1.5

Use text features to locate information

Independently know and use various text features, such as headings, tables of contents, glossaries, electronic menus, and icons, to locate key facts or information in a text. across representations and contexts.

Component progression

  1. 1I can identify text features such as headings, a table of contents, a glossary, or icons in an informational text.
  2. 2I can use a text feature, such as a heading or table of contents, to locate a specific piece of information.
  3. 3I can explain the purpose of a specific text feature in helping a reader find information.
Reading Informational Text · CCSS.ELA-LITERACY.RI.1.6

Distinguish picture information from text information

Independently distinguish between information provided by pictures and other illustrations and information provided by the words in a text. across representations and contexts.

Component progression

  1. 1I can identify information shown by a picture or illustration in an informational text.
  2. 2I can identify information stated by the words of an informational text.
  3. 3I can distinguish between information provided only by a picture and information provided by the text's words.
Reading Informational Text · CCSS.ELA-LITERACY.RI.1.7

Use illustrations and details to describe key ideas

Independently use the illustrations and details in a text to describe its key ideas. across representations and contexts.

Component progression

  1. 1I can describe what an illustration in an informational text shows.
  2. 2I can connect what an illustration shows to a key idea in the text.
  3. 3I can combine details from illustrations and text to describe a key idea in the informational text.
Reading Informational Text · CCSS.ELA-LITERACY.RI.1.8

Identify reasons an author gives to support points

Independently identify the reasons an author gives to support points in a text. across representations and contexts.

Component progression

  1. 1I can identify a point the author makes in an informational text.
  2. 2I can identify a reason the author gives to support a stated point.
  3. 3I can explain how a given reason supports the author's point.
Reading Informational Text · CCSS.ELA-LITERACY.RI.1.9

Identify similarities and differences between two texts

Independently identify basic similarities and differences between two texts on the same topic. across representations and contexts.

Component progression

  1. 1I can identify that two informational texts are about the same topic.
  2. 2I can identify a basic similarity between two texts on the same topic.
  3. 3I can identify a basic difference between two texts on the same topic.
Reading Informational Text · CCSS.ELA-LITERACY.RI.1.10

Read grade-level informational text

Independently with prompting and support, read informational texts appropriately complex for grade 1. across representations and contexts.

Component progression

  1. 1I can read an informational text of grade 1 complexity with prompting and support.
  2. 2I can demonstrate understanding of an informational text's facts while reading it.
  3. 3I can apply appropriate reading strategies, such as using text features, while reading an informational text.
Foundational Reading · CCSS.ELA-LITERACY.RF.1.1

Understand print concepts

Independently demonstrate understanding of the organization and basic features of print, including recognizing the distinguishing features of a sentence, such as first word, capitalization, and ending punctuation. across representations and contexts.

Component progression

  1. 1I can recognize where a sentence begins and ends in print.
  2. 2I can identify the capital letter at the start of a sentence.
  3. 3I can identify the ending punctuation mark of a sentence and explain what it signals.
Foundational Reading · CCSS.ELA-LITERACY.RF.1.2

Demonstrate phonological awareness of words and sounds

Independently demonstrate understanding of spoken words, syllables, and sounds (phonemes), including distinguishing long from short vowel sounds, blending sounds into single-syllable words, isolating initial, medial, and final sounds, and segmenting single-syllable words into their complete sequence of sounds. across representations and contexts.

Component progression

  1. 1I can distinguish long from short vowel sounds in spoken single-syllable words.
  2. 2I can orally produce a single-syllable word by blending its sounds, including consonant blends.
  3. 3I can isolate and pronounce the initial, medial vowel, and final sounds in a spoken single-syllable word, and segment the word into its complete sequence of sounds.
Foundational Reading · CCSS.ELA-LITERACY.RF.1.3

Apply Grade 1 phonics and word-analysis skills

Independently know and apply grade-level phonics and word-analysis skills in decoding words, including common consonant digraphs, final -e and vowel team spellings for long vowel sounds, breaking two-syllable words into syllables, words with inflectional endings, and grade-appropriate irregularly spelled words. across representations and contexts.

Component progression

  1. 1I can decode a word using knowledge of common consonant digraphs and final -e or vowel team spellings for long vowel sounds.
  2. 2I can use the knowledge that every syllable has a vowel sound to determine how many syllables a word has, and decode two-syllable words by breaking them into syllables.
  3. 3I can read a word with an inflectional ending and recognize a set of grade-appropriate irregularly spelled words by sight.
Foundational Reading · CCSS.ELA-LITERACY.RF.1.4

Read with accuracy and fluency to support comprehension

Independently read with sufficient accuracy and fluency to support comprehension, reading grade-level text with purpose and understanding, reading grade-level text orally with accuracy, appropriate rate, and expression on successive readings, and using context to confirm or self-correct word recognition and understanding, rereading as necessary. across representations and contexts.

Component progression

  1. 1I can read a grade-level text with purpose and understanding of its content.
  2. 2I can read a grade-level text aloud with accuracy, appropriate rate, and expression on successive readings.
  3. 3I can use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing · CCSS.ELA-LITERACY.W.1.1

Write opinion pieces with a reason and closure

Independently 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. across representations and contexts.

Component progression

  1. 1I can introduce a topic or book and state an opinion about it in writing.
  2. 2I can supply at least one reason that supports the stated opinion.
  3. 3I can write a concluding statement or section that provides a sense of closure.
Writing · CCSS.ELA-LITERACY.W.1.2

Write informative texts with facts and closure

Independently write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. across representations and contexts.

Component progression

  1. 1I can name a topic clearly at the start of an informative piece.
  2. 2I can supply facts related to the named topic in an informative piece.
  3. 3I can write a concluding statement or section that provides a sense of closure to the informative piece.
Writing · CCSS.ELA-LITERACY.W.1.3

Write sequenced narratives with details and closure

Independently 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. across representations and contexts.

Component progression

  1. 1I can recount two or more events in a narrative in the order they happened.
  2. 2I can use temporal words, such as first, next, or then, to signal the order of events in a narrative.
  3. 3I can include details about what happened and write a closing statement for the narrative.
Writing · CCSS.ELA-LITERACY.W.1.5

Respond to feedback and add details

Independently 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. across representations and contexts.

Component progression

  1. 1I can focus a piece of writing on a single topic, with guidance and support.
  2. 2I can respond to a question or suggestion from a peer about a piece of writing, with guidance and support.
  3. 3I can add a detail to a piece of writing to strengthen it, based on feedback, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.1.6

Use digital tools to produce and publish writing

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

Component progression

  1. 1I can use a digital tool to produce a piece of writing, with guidance and support.
  2. 2I can use a digital tool to publish a piece of writing, with guidance and support.
  3. 3I can use a digital tool to collaborate with a peer on a piece of writing, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.1.7

Participate in shared research and writing projects

Independently participate in shared research and writing projects, such as exploring several 'how-to' books on a given topic and using them to write a sequence of instructions. across representations and contexts.

Component progression

  1. 1I can participate in a shared research activity, such as exploring several texts on the same topic.
  2. 2I can contribute an idea or piece of writing to a shared research and writing project.
  3. 3I can help produce a shared written product, such as a set of instructions, based on a research activity.
Writing · CCSS.ELA-LITERACY.W.1.8

Recall or gather information to answer a question

Independently with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. across representations and contexts.

Component progression

  1. 1I can recall information from personal experience to help answer a question, with guidance and support.
  2. 2I can gather information from a provided source to help answer a question, with guidance and support.
  3. 3I can use recalled or gathered information to answer a question, with guidance and support.
Speaking And Listening · CCSS.ELA-LITERACY.SL.1.1

Participate in collaborative conversations

Independently participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups, following agreed-upon rules for discussion, building on others' talk by responding to their comments through multiple exchanges, and asking questions to clear up confusion about the topics and texts under discussion. across representations and contexts.

Component progression

  1. 1I can follow agreed-upon rules for discussion, such as listening to others with care and speaking one at a time, in a group conversation.
  2. 2I can build on others' talk in a conversation by responding to their comments through multiple exchanges.
  3. 3I can ask a question to clear up confusion about the topic or text under discussion.
Speaking And Listening · CCSS.ELA-LITERACY.SL.1.2

Ask and answer questions about texts read aloud or presented

Independently ask and answer questions about key details in a text read aloud or information presented orally or through other media. across representations and contexts.

Component progression

  1. 1I can answer a question about key details in a text read aloud.
  2. 2I can ask a question about key details in a text read aloud or information presented orally.
  3. 3I can confirm understanding of information presented orally by responding accurately to questions.
Speaking And Listening · CCSS.ELA-LITERACY.SL.1.3

Ask and answer questions about a speaker

Independently ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. across representations and contexts.

Component progression

  1. 1I can ask a question about what a speaker said to gather additional information.
  2. 2I can ask a question to clarify something a speaker said that was not understood.
  3. 3I can answer a question about what a speaker said.
Speaking And Listening · CCSS.ELA-LITERACY.SL.1.4

Describe people, places, things, and events with relevant details

Independently describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. across representations and contexts.

Component progression

  1. 1I can describe a person, place, thing, or event using spoken language.
  2. 2I can include details in a spoken description that are relevant to the subject being described.
  3. 3I can express ideas and feelings clearly while giving a spoken description.
Speaking And Listening · CCSS.ELA-LITERACY.SL.1.5

Add drawings or visual displays to clarify ideas

Independently add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. across representations and contexts.

Component progression

  1. 1I can create a drawing or visual display to accompany a spoken description.
  2. 2I can use a visual display to clarify an idea, thought, or feeling in a spoken description.
  3. 3I can explain how a drawing or visual display supports and clarifies a spoken description.
Speaking And Listening · CCSS.ELA-LITERACY.SL.1.6

Produce complete sentences

Independently produce complete sentences when appropriate to task and situation. across representations and contexts.

Component progression

  1. 1I can produce a grammatically complete spoken sentence.
  2. 2I can determine whether a task or situation calls for a complete sentence response.
  3. 3I can use complete sentences when appropriate to the task and situation.
Language · CCSS.ELA-LITERACY.L.1.1

Use Grade 1 grammar and usage

Independently demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including using common, proper, and possessive nouns, using singular and plural nouns with matching verbs, and using personal, possessive, and indefinite pronouns. across representations and contexts.

Component progression

  1. 1I can use common, proper, and possessive nouns correctly in speaking or writing.
  2. 2I can use singular and plural nouns with matching verbs in basic sentences.
  3. 3I can use personal, possessive, and indefinite pronouns, and use verbs to convey a sense of past, present, and future, correctly in speaking or writing.
Language · CCSS.ELA-LITERACY.L.1.2

Use Grade 1 capitalization, punctuation, and spelling

Independently demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including capitalizing dates and names of people, using end punctuation for sentences, and using commas in dates and to separate single words in a series. across representations and contexts.

Component progression

  1. 1I can capitalize dates and names of people correctly in writing.
  2. 2I can use the correct end punctuation mark (period, question mark, exclamation point) for a sentence.
  3. 3I can spell untaught words phonetically, drawing on conventional spelling patterns.
Language · CCSS.ELA-LITERACY.L.1.4

Determine meanings of unknown and multiple-meaning words

Independently 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, including using sentence-level context, frequently occurring affixes, and frequently occurring root words and their inflectional forms. across representations and contexts.

Component progression

  1. 1I can use sentence-level context as a clue to determine the meaning of an unfamiliar word or phrase.
  2. 2I can identify a frequently occurring root word, such as look, and recognize its inflectional forms, such as looks, looked, and looking.
  3. 3I can use a frequently occurring affix as a clue to determine the meaning of an unfamiliar word.
Language · CCSS.ELA-LITERACY.L.1.5

Demonstrate understanding of word relationships

Independently with guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings, including sorting words into categories, identifying real-life connections between words and their use, and distinguishing shades of meaning among verbs describing the same general action by acting out their meanings. across representations and contexts.

Component progression

  1. 1I can sort words into categories, such as colors or clothing, to gain a sense of the concepts the categories represent, with guidance and support.
  2. 2I can identify a real-life connection between a word and its use, such as noting colorful places at school, with guidance and support.
  3. 3I can distinguish shades of meaning among verbs describing the same general action, such as walk, march, strut, and prance, by acting out their meanings, with guidance and support.
Language · CCSS.ELA-LITERACY.L.1.6

Use words and phrases including conjunctions

Independently 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. across representations and contexts.

Component progression

  1. 1I can acquire new words and phrases through conversations, reading, and being read to.
  2. 2I can use a common conjunction, such as and, but, or so, to signal a relationship between ideas.
  3. 3I can use a newly acquired word or phrase appropriately in speaking or writing.
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