California Common Core Content Standards: Grade 1
Skills available for California first-grade language arts standards
Strand
Print skill plan
RL.1
Reading: Literature
Key Ideas and Details
RL.1.1 Ask and answer questions about key details in a text.
Main idea
Inference and analysis
Setting and character
Read-along texts
Decodable texts
Read-alone texts
RL.1.1 Ask and answer questions about key details in a text.
Main idea
Inference and analysis
Setting and character
Read-along texts
Decodable texts
Read-alone texts
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
Craft and Structure
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.5 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.1.5 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 Identify who is telling the story at various points in a text.
RL.1.6 Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
Inference and analysis
Sequence
Setting and characters
Read-along texts
Read-alone texts
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
Inference and analysis
Sequence
Setting and characters
Read-along texts
Read-alone texts
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Read-along texts
Decodable texts
Read-alone texts
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Read-along texts
Decodable texts
Read-alone texts
RL.1.10.a: Activate prior knowledge related to the information and events in a text.
RL.1.10.a: Activate prior knowledge related to the information and events in a text.
RL.1.10.b: Confirm predictions about what will happen next in a text.
RL.1.10.b: Confirm predictions about what will happen next in a text.
RI.1
Reading: Informational Text
Key Ideas and Details
RI.1.1 Ask and answer questions about key details in a text.
Inference and analysis
Main idea
Read-along texts
Read-alone texts
RI.1.1 Ask and answer questions about key details in a text.
Inference and analysis
Main idea
Read-along texts
Read-alone texts
RI.1.2 Identify the main topic and retell key details of a text.
Read-along texts
Read-alone texts
RI.1.2 Identify the main topic and retell key details of a text.
Read-along texts
Read-alone texts
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Vocabulary in context
Read-along texts
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Vocabulary in context
Read-along texts
RI.1.5 Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.5 Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
Inference and analysis
Read-along texts
Read-alone texts
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
Inference and analysis
Read-along texts
Read-alone texts
RI.1.8 Identify the reasons an author gives to support points in a text.
RI.1.8 Identify the reasons an author gives to support points in a text.
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
Read-along texts
Read-alone texts
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
Read-along texts
Read-alone texts
RI.1.10.a: Activate prior knowledge related to the information and events in a text.
RI.1.10.a: Activate prior knowledge related to the information and events in a text.
RI.1.10.b: Confirm predictions about what will happen next in a text.
RI.1.10.b: Confirm predictions about what will happen next in a text.
RF.1
Reading: Foundational Skills
Print Concepts
RF.1.1 Demonstrate understanding of the organization and basic features of print.
RF.1.1 Demonstrate understanding of the organization and basic features of print.
RF.1.1.a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.1.a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Phonological Awareness
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Initial and final sounds
Medial vowel sounds
RF.1.2.c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Initial and final sounds
Medial vowel sounds
RF.1.2.d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Segment sounds
Manipulate sounds
RF.1.2.d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Segment sounds
Manipulate sounds
Phonics and Word Recognition
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b: Decode regularly spelled one-syllable words.
Short vowel words
Short vowel sentences
Short vowel texts
Long vowel words
Long vowel sentences
Long vowel texts
Short and long vowels
R-controlled vowels
Diphthongs
RF.1.3.b: Decode regularly spelled one-syllable words.
Short vowel words
Short vowel sentences
Short vowel texts
Long vowel words
Long vowel sentences
Long vowel texts
Short and long vowels
R-controlled vowels
Diphthongs
RF.1.3.c: Know final -e and common vowel team conventions for representing long vowel sounds.
Silent e
Vowel teams
Long vowel patterns
RF.1.3.c: Know final -e and common vowel team conventions for representing long vowel sounds.
Silent e
Vowel teams
Long vowel patterns
RF.1.3.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: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.e: Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.e: Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a: Read on-level text with purpose and understanding.
Rhymes
Short vowel decodable text
Long vowel decodable text
Read-alone literary texts
Read-alone informational texts
RF.1.4.a: Read on-level text with purpose and understanding.
Rhymes
Short vowel decodable text
Long vowel decodable text
Read-alone literary texts
Read-alone informational texts
RF.1.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Read-alone literary texts
Read-alone informational texts
RF.1.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Read-alone literary texts
Read-alone informational texts
RF.1.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Sentences
Passages
RF.1.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Sentences
Passages
L.1
Language
Conventions of Standard English
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1.a: Print all upper- and lowercase letters.
L.1.1.a: Print all upper- and lowercase letters.
L.1.1.b: Use common, proper, and possessive nouns.
Common nouns
Proper nouns
Common and proper nouns
Possessive nouns
L.1.1.b: Use common, proper, and possessive nouns.
Common nouns
Proper nouns
Common and proper nouns
Possessive nouns
L.1.1.c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Singular and plural nouns
Subject-verb agreement
L.1.1.c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Singular and plural nouns
Subject-verb agreement
L.1.1.d: Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
Personal pronouns
Possessive pronouns
L.1.1.d: Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
Personal pronouns
Possessive pronouns
L.1.1.e: 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).
Past tense
Present tense
Future tense
Order sentences
L.1.1.e: 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).
Past tense
Present tense
Future tense
Order sentences
L.1.1.f: Use frequently occurring adjectives.
L.1.1.f: Use frequently occurring adjectives.
L.1.1.g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1.g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1.h: Use determiners (e.g., articles, demonstratives).
L.1.1.h: Use determiners (e.g., articles, demonstratives).
L.1.1.i: Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1.i: Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1.j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Sentence types
End marks
Complete sentences
L.1.1.j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Sentence types
End marks
Complete sentences
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2.a: Capitalize dates and names of people.
L.1.2.a: Capitalize dates and names of people.
L.1.2.b: Use end punctuation for sentences.
L.1.2.b: Use end punctuation for sentences.
L.1.2.c: Use commas in dates and to separate single words in a series.
L.1.2.c: Use commas in dates and to separate single words in a series.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Sight words
Contractions
Regular plurals
Irregular plurals
Past tense
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Sight words
Contractions
Regular plurals
Irregular plurals
Past tense
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Segment
Consonant blends
Consonant digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
Two-syllable words
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Segment
Consonant blends
Consonant digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
Two-syllable words
Vocabulary Acquisition and Use
L.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 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.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b: Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.b: Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.4.c: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5.a: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.a: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.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: 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.c: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
Categories
Multiple-meaning words
Verbs
Adjectives
Prepositions
L.1.5.c: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
Categories
Multiple-meaning words
Verbs
Adjectives
Prepositions
L.1.5.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: 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 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).
Adjectives
Prepositions
L.1.6 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).
Adjectives
Prepositions