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Foundational Standards
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Foundational Skills: Print ConceptRF.1.1Below Level: Demonstrate understanding of the organization and basic features of print.
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1a. Follow words left to right, top to bottom, and page by page.
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1.b Recognize that spoken words are represented in written language by specific sequences of letters.
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1.c Understand that words are separated by spaces in print.
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1.d Recognize and name all uppercase and lowercase letters of the alphabet.
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Grade Level: 1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
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Foundational Skills: Phonological AwarenessRF.1.2Below Level: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and reproduce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single- syllable spoken words.
d. Blend two to three phonemes into recognizable words.
e. Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in threephoneme (consonant-vowel-consonant or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
f. Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words
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Grade Level: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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2.a Distinguish long from short vowel sounds in spoken single-syllable words.
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2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
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2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
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2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
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Foundational Skills: Phonics and Word RecognitionRF.1.3Below Level: Know and apply grade-level phonics and word analysis skills in decoding words both in isolation
and in text.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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Grade Level: Know and apply grade-level phonics and word analysis skills in decoding words.
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3.a Know the spelling-sound correspondences for common consonant digraphs.
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3.b Decode regularly spelled one-syllable words.
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3.c Know final -e and common vowel team conventions for representing long vowel sounds.
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3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
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3.e Decode two-syllable words following basic patterns by breaking the words into syllables.
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3.f Read words with inflectional endings.
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3.g Recognize and read grade-appropriate irregularly spelled words.
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Above Level: Know and apply grade-level phonics and word analysis skills in decoding words both in isolation
and in text.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
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Foundational Skills: FluencyRF.1.4Below Level : Read emergent-reader texts with purpose and understanding.
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Grade Level: Read with sufficient accuracy and fluency to support comprehension.
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4.a Read grade-level text with purpose and understanding.
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4.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
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4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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Above Level: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successivereadings.
c. Use context to confirm or self-correct word recognition and understanding, re-reading as necessary.
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Literature Standard
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Key Ideas and Details: Text Analysis R.L.1Below Level: With prompting and support, ask and answer questions about key details in a text.

Grade Level: Ask and answer questions about key details in a text.

Above Grade Level: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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Key Ideas and Details: Theme R.L.2Below Level: With prompting and support, retell familiar stories, including key details.

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

Above Level: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
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Key Ideas and Details: Literary ElementsR.L.3Below Level: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

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

Above Level: Describe how characters in a story respond to major events and challenges.
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Craft and Structure: Vocabulary R.L.4Below Level: Ask and answer questions about unknown words in a text.

Grade Level: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4‐6 for additional expectations.)

Above Level: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.(See grade 2 Language standards 4‐6 for additional
expectations.)
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Craft and Structure: Text Structure R.L.5Below Level: Recognize common types of text (e.g. storybooks, poems).

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

Above Level: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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Craft and Structure: Point of ViewR.L.6Below Level: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

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

Above Level: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
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Integration of Knowledge and Ideas: Diverse MediaR.L.7Below Level: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

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

Above Level: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
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Integration of Knowledge: Evaluating Arguments R.L.8 n/a to Literature
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Integration of Knowledge: Analysis Across Texts R.L.9Below Level: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Grade Level: Compare and contrast the adventures and experiences of characters in stories.

Above Level: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
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Range of Reading R.L.10Below Level: Actively engage in group reading activities with purpose and understanding.
Grade Level: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
A. Activate prior knowledge related to the information and events in a text.
B. Confirm predictions about what will happen next in a text.

Above Level: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Informational Standard
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Key Ideas and Details: Text Analysis R.I.1Below Level: With prompting and support, ask and answer questions about key details in a text.

Grade Level: Ask and answer questions about key details in a text.

Above Level: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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Key Ideas and Details: Main IdeaR.I.2Below Level: With prompting and support, identify the main topic and retell key details in a text.
Grade Level: Identify the main topic and retell key details of a text.

Above Level: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
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Key Ideas and Details: Text Analysis R.I.3Below Level: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

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

Above Level: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
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Craft and Structure: Vocabulary R.I.4Below Level: With prompting and support, ask and answer questions about unknown words in a text.

Grade Level: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4‐6 for additional expectations.)

Above Level: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (See grade 2 Language standards 4‐6 for additional expectations.)
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Craft and Structure: Text Structure R.I.5Below Level: Identify the front cover, back cover, and title page of a book.

Grade Level: 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.

Above Level: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
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Craft and Structure: Point of ViewR.I.6Below Level: Name the author and illustrator of a story and define the role of each in telling the story.

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

Above Level: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
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Integration of Knowledge and Ideas: Diverse MediaR.I.7Below Level: With prompting and support, describe the relationship between illustrations and the text in which they appear.
Grade Level: Use the illustrations and details in a text to describe its key ideas.

Above Level: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
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Integration of Knowledge: Evaluating Arguments R.I.8Below Level: With prompting and support, identify the reasons an author gives to support points in a text.

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

Above Level: Describe how reasons support specific points the author makes in a text.
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Integration of Knowledge: Analysis Across Texts R.I.9Below Level: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).

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

Above Level: Compare and contrast the most important points presented by two texts on the same topic.
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Range of Reading R.I.10Below Level: Actively engage in group reading activities with purpose and understanding.

Grade Level: With prompting and support, read informational texts appropriately complex for grade 1.
A. Activate prior knowledge related to the information and events in a text.
B. Confirm predictions about what will happen next in a text.

Above Level: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Writing Standard
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Writing Opinion / ArgumentativeW.1.1Below Level: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
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Grade Level: 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.
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Above Level: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
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Writing Informative / ExplanatoryW.1.2Below Level: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
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Grade Level: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
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Above Level: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
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Writing NarrativeW.1.3Below Level: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
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Grade Level: 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.
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Above Level: Write narratives in which they recount a well‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
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Writing: Production and Distribution of Writing ProcessW.1.4W.1.4 begins in grade 3
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Writing: Production and Distribution of Writing ProcessW.1.5Below Level: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
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Grade Level: 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.
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Above Level: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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Writing: Technology and PublicationW.1.6Below Level: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
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Grade Level: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
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Above Level: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
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Writing: Research to Build and Present Knowledge W.1.7Below Level: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
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Grade Level: 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).
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Above Level: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
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