Connecticut State Standards for Language Arts: Grade 1

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Phonological Awareness: Identify initial, medial and final sounds in words.

1.6. Phonological Awareness: Distinguish long and short vowel sounds in spoken one syllable words, e.g., bit/bite.

1.7. Phonological Awareness: Delete, add and substitute letter sounds in initial position to make different words.

1.8. Phonological Awareness: Identify the number of syllables in a spoken word.

1.9. Phonological Awareness: Blend up to four orally presented phonemes into a correct CVC word.

1.10. Phonological Awareness: Segment one-syllable spoken words into phonemes.

1.11. Phonics: Identify uppercase and lowercase letters when shown out of order.

1.12. Phonics: Match sounds to letters to read words.

1.13. Phonics: Know sounds for common letter patterns, e.g., sh, th, ch, oo, ee, igh, ing, ed.

1.14. Phonics: Decode words with common letter patterns, e.g. -ake, -ick.

1.15. Phonics: Decode orthographically regular one-syllable words, e.g., sit, take, need and nonsense words, e.g., vit, dake, jeed.

1.16. Phonics: Decode compound words, contractions and words with common inflectional endings, e.g., -s, -es, -ed, -ing.

1.17. Phonics: Use context clues and pictures to aid in the decoding of new words when letters are not sufficient.

1.18. High-Frequency Words: Read at least 110 high-frequency words, e.g., Dolch or Fry.

1.19. Fluency: Read aloud, attending to punctuation, e.g., pause at commas and periods, use inflection with question marks, use excitement with exclamation marks.

1.20. Fluency: Read aloud familiar informational/expository text and literary/narrative text in a manner that sounds like natural speech.

1.21. Fluency: Read aloud, while comprehending, unpracticed text with fluency at 40-90+ words correct per minute.

1.22. Vocabulary: Recognize words have more than one meaning.

1.23. Vocabulary: Classify categories of words, e.g., can tell which of the following are fruits and which are vegetables: oranges, carrots, bananas, peas.

1.24. Vocabulary: Explain content-specific vocabulary.

1.25. Vocabulary: Identify common antonyms and synonyms.

1.26. Before Reading: Identify the elements of a genre to help understand the characteristics of different text, e.g., fairy tales, problem and solution in fictional stories, repetitive phrases of nursery rhymes.

1.27. Before Reading: Make predictions about text by looking at the title, cover and author.

1.28. Before Reading: Tell the purpose for reading a text when the objective is stated.

1.29. Before Reading: Make connections to texts based on prior knowledge of the topics.

1.30. During Reading: Ask and answer questions about text.

1.31. During Reading: Recognize and use text features, such as a map or graph, to find information.

1.32. During Reading: Read nonfiction text to gain specific information, e.g., main idea and details.

1.33. During Reading: Read and follow simple directions.

1.34. During Reading: Create mental imagery about text when prompted by the teacher.

1.35. During Reading: Make connections, including text-to-text and text-to-self connections.

1.36. During Reading: Make and confirm predictions.

1.37. During Reading: Make inferences to construct meaning.

1.38. During Reading: Reread when simple sentences fail to make sense.

1.39. During Reading: Use cueing system to determine meaning of unknown words, e.g., meaning, structure and visual.

1.40. After Reading (General Understanding): Answer ''who,'' ''what,'' ''when,'' ''where,'' ''why'' and ''how'' questions about nonfiction text.

1.41. After Reading (General Understanding): Identify story elements, e.g., characters, setting, plot, theme, conflict and point of view.

1.42. After Reading (General Understanding): Identify the topic of and two facts about nonfiction text.

1.43. After Reading (General Understanding): Summarize information with a beginning, middle and end.

1.44. After Reading (General Understanding): Follow one-step written directions.

1.45. After Reading (Developing an Interpretation): Identify whether text is fiction or nonfiction.

1.46. After Reading (Developing an Interpretation): Support oral and written responses with evidence from text.

1.47. After Reading (Making Reader/Text Connections): Make text-to-self and text-to-text connections.

1.48. After Reading (Content and Structure): Identify the words an author or orator uses to create an image in the reader's mind.

1.49. After Reading (Content and Structure): Develop and ask one question that would provide more information about a topic after reading a nonfiction text.

1.50. After Reading (Content and Structure): Write a different ending to a story.

1.51. Reading Reflection/Behaviors: Select ''just right'' books to independently read based on known criteria, e.g., five-finger rule, favorite author, etc.

1.52. Reading Reflection/Behaviors: Choose a variety of genres to read.

1.53. Reading Reflection/Behaviors: Read or listen to a text and explain its appeal.

1.54. Reading Reflection/Behaviors: Reflect orally on reading behaviors when prompted, i.e., What did I learn today as a reader?

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Speaking: Ask questions for clarification and understanding.

2.6. Speaking: Give, restate and follow simple two-step verbal directions.

2.7. Speaking: Stay on topic.

2.8. Speaking: Use descriptive words when speaking about familiar people, places, things and events.

2.9. Speaking: Express ideas in logical sequence.

2.10. Speaking: Use vocabulary that is accurate and reasonably specific.

2.11. Speaking: Use English language syntax for simple sentences (may inappropriately use plural and past tense).

2.12. Speaking: Use elements of diction, inflection, volume and pace.

2.13. Speaking: Tell personal narratives, using organizational patterns, including beginning, middle and end.

2.14. Speaking: Retell stories using story grammar and relating the sequence of story elements by answering who, what, when, where, and how questions.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Capitalization/Punctuation/Usage: Use periods, question marks and exclamation points.

3.4. Capitalization/Punctuation/Usage: Use nouns, verbs and adjectives.

3.5. Capitalization/Punctuation/Usage: Use simple singular and plural nouns, e.g., house/houses, girl/girls.

3.6. Capitalization/Punctuation/Usage: Use capital letters for the first word in a sentence.

3.7. Handwriting: Print legibly, e.g., size, spacing, formation, uppercase and lowercase.

3.8. Writing Process: Plan: generate ideas, e.g., brainstorm, sketch, web.

3.9. Writing Process: Draft: complete a draft with three or more related sentences, using ideas generated in the planning stage.

3.10. Writing Process: Revise: revise a completed draft by adding, deleting and/or rearranging words.

3.11. Writing Process: Edit: edit drafts for errors in beginning capitalization and ending punctuation.

3.12. Writing Process: Publish/Present: publish and present completed drafts, e.g., Author's Chair, PowerPoint, reading aloud to parents.

3.13. Writing Process: Reflect: state the way in which changes to the writing made it better, e.g., maintain an interactive portfolio.

3.14. Writing Genres, Traits and Crafts (Descriptive): Write details about a topic, e.g., favorite food, favorite place.

3.15. Writing Genres, Traits and Crafts (Descriptive): Use adjectives.

3.16. Writing Genres, Traits and Crafts (Narrative): Write personal and fictional narratives that consist of three or more related sentences.

3.17. Writing Genres, Traits and Crafts (Narrative): Use action verbs.

3.18. Writing Genres, Traits and Crafts (Narrative): Demonstrate voice, e.g., tone, expressive language.

3.19. Writing Genres, Traits and Crafts (Expository): Write personal correspondence, e.g., e-mail, thank you note, friendly letter.

3.20. Writing Genres, Traits and Crafts (Expository): Write to explain a process, e.g., how to make sandwich, how to enter class ready to work.

3.21. Writing Genres, Traits and Crafts (Persuasive): Write reasons for liking something, e.g., school, book, best friend, pet.

3.22. Writing Genres, Traits and Crafts (Poetic): Write two or more lines of rhymed poetry, e.g., nursery rhyme.