Ela Common Core 2
Ela Common Core 2
Ela Common Core 2
W.1.1
Writing
W.1.2.
W.1.3.
W.1.4.
W.1.5.
W.1.6.
W.1.7.
W.1.8.
W.1.9.
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).
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a
question.
(Begins in grade 4)
Range of Writing
SL.1.1.
SL.1.2.
SL.1.3.
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
groups.
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).
Build on others talk in conversations by responding to the comments of others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Presentation of Knowledge and Ideas
SL.1.4.
SL.1.5.
SL.1.6.
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Produce complete sentences when appropriate to task and situation.
Conventions of Standard English
L.1.1.
Language
L.1.2.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Print all upper- and lowercase letters.
Use common, proper, and possessive nouns.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops: We hop).
Use personal, possessive and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
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).
Use frequently occurring adjectives.
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).
Use frequently occurring prepositions (e.g., during, beyond, toward).
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to
prompts.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize dates and names of people.
Use end punctuation for sentences.
Use commas in dates and to separate single words in a series.
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Knowledge of Language
L.1.3.
(Begins in grade 2)
Vocabulary Acquisition and Use
L.1.4.
L.1.5.
L.1.6.
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.
Use sentence-level context as a clue to the meaning of a word or phrase.
Use frequently occurring affixes as a clue to the meaning of a word.
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
With guidance and support form adults, demonstrate understanding of figurative language, word relationships and nuances in words
meanings.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
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).
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
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.
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).