Indiana Academic Standards (adopted in 2020): Grade 1
Skills available for Indiana first-grade language arts standards
Strand
Print skill plan
RL
Reading: Literature
Learning Outcome
1.RL.1 With support, read and comprehend literature that is grade-level appropriate.
Read-along texts
Decodable texts
Read-alone texts
1.RL.1 With support, read and comprehend literature that is grade-level appropriate.
Read-along texts
Decodable texts
Read-alone texts
Key Ideas and Textual Support
1.RL.2.1 Ask and answer questions about main idea and key details in a text.
Main idea
Inference and analysis
Setting and character
Read-along texts
Decodable texts
Read-alone texts
1.RL.2.1 Ask and answer questions about main idea and key details in a text.
Main idea
Inference and analysis
Setting and character
Read-along texts
Decodable texts
Read-alone texts
1.RL.2.2 Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate understanding of their central message or lesson.
1.RL.2.2 Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate understanding of their central message or lesson.
1.RL.2.3 Using key details, identify and describe the elements of plot, character, and setting.
1.RL.2.3 Using key details, identify and describe the elements of plot, character, and setting.
1.RL.2.4 Make and confirm predictions about what will happen next in a story.
1.RL.2.4 Make and confirm predictions about what will happen next in a story.
Structural Elements and Organization
1.RL.3.1 Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).
1.RL.3.1 Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).
1.RL.3.2 Identify who is telling the story at various points in a text.
1.RL.3.2 Identify who is telling the story at various points in a text.
Connection of Ideas
1.RL.4.1 Use illustrations and details in a story to describe its characters, setting, or events.
Inference and analysis
Sequence
Setting and characters
Read-along texts
Read-alone texts
1.RL.4.1 Use illustrations and details in a story to describe its characters, setting, or events.
Inference and analysis
Sequence
Setting and characters
Read-along texts
Read-alone texts
1.RL.4.2 Compare and contrast the adventures and experiences of characters in stories.
1.RL.4.2 Compare and contrast the adventures and experiences of characters in stories.
RN
Reading: Nonfiction
Learning Outcome
1.RN.1 With support, read and comprehend nonfiction that is grade-level appropriate.
Read-along texts
Read-alone texts
1.RN.1 With support, read and comprehend nonfiction that is grade-level appropriate.
Read-along texts
Read-alone texts
Key Ideas and Textual Support
1.RN.2.1 Ask and answer questions about key details to clarify and confirm understanding of a text.
Inference and analysis
Main idea
Read-along texts
Read-alone texts
1.RN.2.1 Ask and answer questions about key details to clarify and confirm understanding of a text.
Inference and analysis
Main idea
Read-along texts
Read-alone texts
1.RN.2.2 Retell main ideas and key details of a text.
Read-along texts
Read-alone texts
1.RN.2.2 Retell main ideas and key details of a text.
Read-along texts
Read-alone texts
1.RN.2.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
1.RN.2.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Structural Elements and Organization
1.RN.3.1 Know and use various text features (e.g., table of contents, glossary, illustrations) to locate and describe key facts or information in a text.
1.RN.3.1 Know and use various text features (e.g., table of contents, glossary, illustrations) to locate and describe key facts or information in a text.
1.RN.3.2 Identify how a nonfiction text can be structured to indicate order (e.g., sequential) or to explain a simple cause and effect relationship.
1.RN.3.2 Identify how a nonfiction text can be structured to indicate order (e.g., sequential) or to explain a simple cause and effect relationship.
1.RN.3.3 Standard begins at second grade. 2.RN.3.3: Identify what the author wants to answer, explain, or describe in the text.
1.RN.3.3 Standard begins at second grade. 2.RN.3.3: Identify what the author wants to answer, explain, or describe in the text.
Connection of Ideas
1.RN.4.1 Identify the reasons the author gives to support points in a text.
1.RN.4.1 Identify the reasons the author gives to support points in a text.
1.RN.4.2 Identify basic similarities in and differences between two texts on the same topic.
1.RN.4.2 Identify basic similarities in and differences between two texts on the same topic.
RV
Reading: Vocabulary
Learning Outcome
1.RV.1 Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary.
1.RV.1 Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary.
Vocabulary Building
1.RV.2.1 Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words.
1.RV.2.1 Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words.
1.RV.2.2 Define and sort words into categories (e.g., antonyms, living things, synonyms).
1.RV.2.2 Define and sort words into categories (e.g., antonyms, living things, synonyms).
1.RV.2.4 Recognize and use frequently occurring affixes, and roots and their inflections, as clues to the meaning of an unknown word.
1.RV.2.4 Recognize and use frequently occurring affixes, and roots and their inflections, as clues to the meaning of an unknown word.
Vocabulary in Literature and Nonfiction Texts
1.RV.3.1 Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell).
1.RV.3.1 Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell).
1.RV.3.2 Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.
1.RV.3.2 Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.
RF
Reading: Foundations
Learning Outcome
1.RF.1 Develop an understanding of the five components of reading (print concepts, phonemic awareness, phonics, vocabulary, and fluency and comprehension) to build foundational reading skills.
Syllables
Rhyme
Blend and segment
Consonant sounds and letters
Consonant blends and digraphs
Short a
Short e
Short i
Short o
Short u
Short vowels
Long vowels
Consonants and vowels
Sight words
Text features
1.RF.1 Develop an understanding of the five components of reading (print concepts, phonemic awareness, phonics, vocabulary, and fluency and comprehension) to build foundational reading skills.
Syllables
Rhyme
Blend and segment
Consonant sounds and letters
Consonant blends and digraphs
Short a
Short e
Short i
Short o
Short u
Short vowels
Long vowels
Consonants and vowels
Sight words
Text features
Print Concepts
1.RF.2.3 Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation).
1.RF.2.3 Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation).
1.RF.2.4 Learn and apply knowledge of alphabetical order.
1.RF.2.4 Learn and apply knowledge of alphabetical order.
Phonological Awareness
1.RF.3.1 Produce rhyming words.
1.RF.3.1 Produce rhyming words.
1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.
Blend and segment
Consonant blends
Two-syllable words
1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.
Blend and segment
Consonant blends
Two-syllable words
1.RF.3.3 Orally blend sounds in words.
1.RF.3.3 Orally blend sounds in words.
1.RF.3.4 Distinguish beginning, middle (medial), and final sounds in single-syllable words.
Blend and segment
Consonant sounds and letters
Consonant blends and digraphs
Short vowels
Silent e
Vowel teams
R-controlled vowels
Diphthongs: oi, oy, ou, ow
1.RF.3.4 Distinguish beginning, middle (medial), and final sounds in single-syllable words.
Blend and segment
Consonant sounds and letters
Consonant blends and digraphs
Short vowels
Silent e
Vowel teams
R-controlled vowels
Diphthongs: oi, oy, ou, ow
1.RF.3.5 Segment the individual sounds in one-syllable words.
Segment sounds
Manipulate sounds
1.RF.3.5 Segment the individual sounds in one-syllable words.
Segment sounds
Manipulate sounds
Phonics
1.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context.
Blend and segment
Consonant sounds and letters
Soft g and c
Consonant blends and digraphs
Short a
Short e
Short i
Short o
Short u
Short vowels
Short and long vowels
Silent e
Vowel teams
R-controlled vowels
1.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context.
Blend and segment
Consonant sounds and letters
Soft g and c
Consonant blends and digraphs
Short a
Short e
Short i
Short o
Short u
Short vowels
Short and long vowels
Silent e
Vowel teams
R-controlled vowels
1.RF.4.2 Decode one-syllable words in the major syllable patterns (CVC, CVr, V, VV, VCe), independent of context.
Blend and segment
Short a
Short e
Short i
Short o
Short u
Short vowels
Short and long vowels
Silent e
Vowel teams
R-controlled vowels
Diphthongs: oi, oy, ou, ow
1.RF.4.2 Decode one-syllable words in the major syllable patterns (CVC, CVr, V, VV, VCe), independent of context.
Blend and segment
Short a
Short e
Short i
Short o
Short u
Short vowels
Short and long vowels
Silent e
Vowel teams
R-controlled vowels
Diphthongs: oi, oy, ou, ow
1.RF.4.3 Apply knowledge of final –e and common vowel teams (vowel digraphs) for representing long vowel sounds.
Silent e
Vowel teams
1.RF.4.3 Apply knowledge of final –e and common vowel teams (vowel digraphs) for representing long vowel sounds.
Silent e
Vowel teams
1.RF.4.4 Recognize and read common and irregularly spelled high-frequency words by sight (e.g., have, said).
1.RF.4.4 Recognize and read common and irregularly spelled high-frequency words by sight (e.g., have, said).
1.RF.4.5 Read words in common word families (e.g., -at, -ate).
1.RF.4.5 Read words in common word families (e.g., -at, -ate).
1.RF.4.6 Read grade-appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing, -s, -er, -est), and simple compound words (e.g., cupcake) and contractions (e.g., isn't).
Prefixes and suffixes
Verb tense
Contractions
Compound words
Comparative adjectives
1.RF.4.6 Read grade-appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing, -s, -er, -est), and simple compound words (e.g., cupcake) and contractions (e.g., isn't).
Prefixes and suffixes
Verb tense
Contractions
Compound words
Comparative adjectives
Fluency
1.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
1.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
W
Writing
Learning Outcome
1.W.1 Write routinely over brief time frames and for a variety of purposes and audiences.
1.W.1 Write routinely over brief time frames and for a variety of purposes and audiences.
Handwriting
1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space letters, words, and sentences appropriately.
1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space letters, words, and sentences appropriately.
Writing Genres: Argumentative , Informative, and Narrative
1.W.3.1 Write logically connected sentences to make a proposal to a particular audience (e.g., a parent, classmate, etc.) and give reasons why the proposal should be considered.
1.W.3.1 Write logically connected sentences to make a proposal to a particular audience (e.g., a parent, classmate, etc.) and give reasons why the proposal should be considered.
1.W.3.2 Develop a topic sentence or main idea, provide some facts or details about the topic, and provide a concluding statement.
1.W.3.2 Develop a topic sentence or main idea, provide some facts or details about the topic, and provide a concluding statement.
1.W.3.3 Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending.
Sequence
Descriptive details
1.W.3.3 Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending.
Sequence
Descriptive details
The Writing Process
1.W.4 Apply the writing process to
1.W.4 Apply the writing process to
1.W.4.a: With support, develop, select and organize ideas relevant to topic, purpose, and genre; revise writing to add details (e.g., sentence structure); edit writing for format and conventions (e.g., correct spelling of frequently used words, basic capitalization, end punctuation); and provide feedback to other writers.
Sentences
Subjects and predicates
Sentence variety
Subject-verb agreement
Verbs
To be verbs
Adjectives
Prepositions
Capitalization
Articles
Conjunctions
Descriptive details
Consonant blends
Consonant digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
Two-syllable words
1.W.4.a: With support, develop, select and organize ideas relevant to topic, purpose, and genre; revise writing to add details (e.g., sentence structure); edit writing for format and conventions (e.g., correct spelling of frequently used words, basic capitalization, end punctuation); and provide feedback to other writers.
Sentences
Subjects and predicates
Sentence variety
Subject-verb agreement
Verbs
To be verbs
Adjectives
Prepositions
Capitalization
Articles
Conjunctions
Descriptive details
Consonant blends
Consonant digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
Two-syllable words
1.W.4.b: Use available technology to publish legible documents.
1.W.4.b: Use available technology to publish legible documents.
The Research Process: Finding, Assessing, Synthesizing, and Reporting Information
1.W.5 With support, conduct simple research on a topic.
1.W.5 With support, conduct simple research on a topic.
1.W.5.a: Identify several sources of information and indicate the sources.
1.W.5.a: Identify several sources of information and indicate the sources.
1.W.5.b: Organize information, using graphic organizers or other aids.
1.W.5.b: Organize information, using graphic organizers or other aids.
1.W.5.c: Make informal presentations on information gathered.
1.W.5.c: Make informal presentations on information gathered.
Conventions of Standard English: Grammar and Usage / Capitalization, Punctuation, and Spelling
1.W.6.1 Demonstrate command of English grammar and usage, focusing on:
1.W.6.1 Demonstrate command of English grammar and usage, focusing on:
1.W.6.1a: Nouns/Pronouns – Writing sentences that include common and proper nouns and personal pronouns.
Nouns
Plural nouns
Possessive nouns
Pronouns
Possessive pronouns
1.W.6.1a: Nouns/Pronouns – Writing sentences that include common and proper nouns and personal pronouns.
Nouns
Plural nouns
Possessive nouns
Pronouns
Possessive pronouns
1.W.6.1b: Verbs – Writing sentences using verbs to convey a sense of past, present, and future.
Past tense
Present tense
Future tense
Order sentences
1.W.6.1b: Verbs – Writing sentences using verbs to convey a sense of past, present, and future.
Past tense
Present tense
Future tense
Order sentences
1.W.6.1e: Usage – Writing complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
1.W.6.1e: Usage – Writing complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
1.W.6.2 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
1.W.6.2 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
1.W.6.2a: Capitalization – Capitalizing the first word of a sentence, dates, names of people, and the pronoun I.
1.W.6.2a: Capitalization – Capitalizing the first word of a sentence, dates, names of people, and the pronoun I.
1.W.6.2b: Punctuation
1.W.6.2b: Punctuation
1.W.6.2b.1: Correctly using a period, question mark, and exclamation mark at the end of a sentence.
1.W.6.2b.1: Correctly using a period, question mark, and exclamation mark at the end of a sentence.
1.W.6.2b.2: Using commas in dates and to separate items in a series.
1.W.6.2b.2: Using commas in dates and to separate items in a series.
1.W.6.2c: Spelling
1.W.6.2c: Spelling
1.W.6.2c.1: Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions.
Segment
Consonant blends
Consonant digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
Two-syllable words
1.W.6.2c.1: Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions.
Segment
Consonant blends
Consonant digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
Two-syllable words
1.W.6.2c.2: Correctly spelling words with common spelling patterns.
Short and long vowels
Plural nouns
Verb tense
1.W.6.2c.2: Correctly spelling words with common spelling patterns.
Short and long vowels
Plural nouns
Verb tense
1.W.6.2c.3: Correctly spelling common irregularly-spelled, grade-appropriate high-frequency words.
1.W.6.2c.3: Correctly spelling common irregularly-spelled, grade-appropriate high-frequency words.
ML
Media Literacy
Learning Outcome
1.ML.1 Recognize the role of the media in informing, persuading, entertaining, or transmitting culture.
1.ML.1 Recognize the role of the media in informing, persuading, entertaining, or transmitting culture.
Media Literacy
1.ML.2.1 Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard, or viewed.
Main idea
Read-along texts
Read-alone texts
1.ML.2.1 Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard, or viewed.
Main idea
Read-along texts
Read-alone texts