CT Common Core Reading Standards for 1st Grade

On July 7, 2010, the Connecticut State Board of Education adopted the new Common Core State Standards. While the Standards have yet to be implemented (and will most likely undergo further changes), what follows is a summary of the National and Connecticut State Reading Standards for 1^st Grade Students (broken down into two levels of common categories). These will eventually be implemented statewide, including all of Fairfield County:

Literature Standards

Key Ideas and Details

1. Ask and answer questions about key details in a text.

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

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

Craft and Structure

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

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.

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

Integration of Knowledge and Ideas

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

8. (Not applicable to literature)

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

Range of Reading and Level of Text Complexity

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

 Informational Text Standards

Key Ideas and Details

1. Ask and answer questions about key details in a text.

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

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

Craft and Structure

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

5. 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.

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

Integration of Knowledge and Ideas

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

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

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

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

 Foundational Skills Standards

Print Concepts

1. 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).

Phonological Awareness

2. 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).

Phonics and Word Recognition

3. 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.

Fluency

4. 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.