New York English Language Arts & Literacy Standards — Grade 1


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G1L1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). 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). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

G1L2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

G1L3

(Begins in grade 2)

G1L4

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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

G1L5

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 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). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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.

G1L6

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).

G1RF1

Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

G1RF2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

G1RF3

Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words.

G1RF4

Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

G1RI1

Ask and answer questions about key details in a text.

G1RI10

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

G1RI2

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

G1RI3

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

G1RI4

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

G1RI5

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.

G1RI6

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

G1RI7

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

G1RI8

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

G1RI9

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

G1RL1

Ask and answer questions about key details in a text.

G1RL10

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

G1RL11

Make connections between self, text, and the world around them (text, media, social interaction).

G1RL2

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

G1RL3

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

G1RL4

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

G1RL5

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

G1RL6

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

G1RL7

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

G1RL8

(Not applicable to literature)

G1RL9

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

G1SL1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. 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). b. Build on others? talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. d. Seek to understand and communicate with individuals from different cultural backgrounds.

G1SL2

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

G1SL3

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

G1SL4

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

G1SL5

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

G1SL6

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1and 3 on page 26 for specific expectations.)

G1W1

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.

G1W10

(Begins in grade 3)

G1W11

Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed.

G1W2

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

G1W3

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.

G1W4

(Begins in grade 3)

G1W5

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.

G1W6

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

G1W7

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).

G1W8

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

G1W9

(Begins in grade 4)