Skill plan for the Alabama Critical Standards - 1st grade
IXL provides skill alignments with recommended IXL skills for every student. Find the IXL skills that are right for you below!
Domain
Print skill plan
Reading: Literature
Key Ideas and Details
RL.1.1: Ask and answer questions about key details in a text.
RL.1.1: Ask and answer questions about key details in a text.
RL.1.1.a: Make predictions from text clues.
RL.1.1.a: Make predictions from text clues.
RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3: Describe characters, settings, and major events in a story, using key details.
RL.1.3: Describe characters, settings, and major events in a story, using key details.
Reading: Foundational Skills
Print Concepts
RF.1.20: Demonstrate understanding of the organization and basic features of print.
RF.1.20: Demonstrate understanding of the organization and basic features of print.
RF.1.20.a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.20.a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Phonological Awareness
RF.1.21: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Syllables
Consonant sounds
Rhymes
RF.1.21: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Syllables
Consonant sounds
Rhymes
RF.1.21.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.21.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.21.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Identify consonant blends
Complete the word
Blend sounds
RF.1.21.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Identify consonant blends
Complete the word
Blend sounds
RF.1.21.c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Initial sounds
Medial vowel sounds
Final sounds
Initial and final digraphs
Blending and segmenting
RF.1.21.c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Initial sounds
Medial vowel sounds
Final sounds
Initial and final digraphs
Blending and segmenting
RF.1.21.d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.21.d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition
RF.1.22: Know and apply grade-level phonics and word analysis skills in decoding words.
Words with consonant blends
Short vowel words
R-controlled vowels words
Diphthong words
Short vowel sentences
RF.1.22: Know and apply grade-level phonics and word analysis skills in decoding words.
Words with consonant blends
Short vowel words
R-controlled vowels words
Diphthong words
Short vowel sentences
RF.1.22.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.22.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.22.b: Decode regularly spelled one-syllable words.
Consonant blends
Short vowels
Short and long vowels
Long vowels
R-controlled vowels
Diphthongs
RF.1.22.b: Decode regularly spelled one-syllable words.
Consonant blends
Short vowels
Short and long vowels
Long vowels
R-controlled vowels
Diphthongs
RF.1.22.c: Know final -e and common vowel team conventions for representing long vowel sounds.
Short and long vowels
Silent e
Vowel teams
RF.1.22.c: Know final -e and common vowel team conventions for representing long vowel sounds.
Short and long vowels
Silent e
Vowel teams
RF.1.22.d: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.22.d: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.22.e: Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.22.e: Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.22.f: Read words with inflectional endings.
RF.1.22.f: Read words with inflectional endings.
RF.1.22.g: Recognize and read grade-appropriate irregularly spelled words.
RF.1.22.g: Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.1.23: Read with sufficient accuracy and fluency to support comprehension.
RF.1.23: Read with sufficient accuracy and fluency to support comprehension.
RF.1.23.a: Read on-level text with purpose and understanding.
Rhymes
Short vowel sentences
Silent e sentences
Vowel team sentences
Riddles
RF.1.23.a: Read on-level text with purpose and understanding.
Rhymes
Short vowel sentences
Silent e sentences
Vowel team sentences
Riddles
RF.1.23.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.23.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.23.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.1.23.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
Text Types and Purposes
L.1.26: 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.
L.1.26: 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.
Language
Conventions of Standard English
L.1.37: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.37: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.37.a: Print all uppercase and lowercase letters.
L.1.37.a: Print all uppercase and lowercase letters.
L.1.37.b: Use common, proper, and possessive nouns.
Common nouns
Proper nouns
Common and proper nouns
Possessive nouns
L.1.37.b: Use common, proper, and possessive nouns.
Common nouns
Proper nouns
Common and proper nouns
Possessive nouns
L.1.37.c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Regular plural nouns
Singular and plural nouns
Irregular plural nouns
Subject-verb agreement
L.1.37.c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Regular plural nouns
Singular and plural nouns
Irregular plural nouns
Subject-verb agreement
L.1.37.d: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
Personal pronouns
Possessive pronouns
Pronoun-verb agreement
L.1.37.d: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
Personal pronouns
Possessive pronouns
Pronoun-verb agreement
L.1.37.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).
Past tense
Present tense
Future tense
Order sentences
L.1.37.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).
Past tense
Present tense
Future tense
Order sentences
L.1.37.f: Use frequently occurring adjectives.
L.1.37.f: Use frequently occurring adjectives.
L.1.37.g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.37.g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.37.h: Use determiners (e.g., articles, demonstratives).
L.1.37.h: Use determiners (e.g., articles, demonstratives).
L.1.37.i: Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.37.i: Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.37.j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Identify sentence types
Sentence parts
Complete sentences
L.1.37.j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Identify sentence types
Sentence parts
Complete sentences
L.1.38: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.38: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.38.a: Capitalize dates and names of people.
L.1.38.a: Capitalize dates and names of people.
L.1.38.b: Use end punctuation for sentences.
L.1.38.b: Use end punctuation for sentences.
L.1.38.c: Use commas in dates and to separate single words in a series.
L.1.38.c: Use commas in dates and to separate single words in a series.
L.1.38.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.38.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.38.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Consonant blends
Consonant digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
Two-syllable words
L.1.38.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Consonant blends
Consonant digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
Two-syllable words
Vocabulary Acquisition and Use
L.1.41: 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).
L.1.41: 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).
This document includes IXL skill alignments to the Alabama Critical Standards. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are not affiliated with, sponsored by, or endorsed by Alabama State Department of Education. IXL and IXL Learning are registered trademarks of IXL Learning, Inc. All other trademarks and registered trademarks and copyrights are the property of their respective owners.