Indiana Academic Standards (adopted in 2023): Grade 1
Skills available for Indiana first-grade language arts standards
Domain
Print skill plan
RF
Reading Foundations
Print Concepts
1.RF.1 Recognize components of a sentence (e.g., capitalization, first word, ending punctuation).
1.RF.1 Recognize components of a sentence (e.g., capitalization, first word, ending punctuation).
Phonemic Awareness
1.RF.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words. (E)
Blend and segment
Consonant blends
Two-syllable words
1.RF.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words. (E)
Blend and segment
Consonant blends
Two-syllable words
1.RF.3 Identify and produce beginning, middle (medial), and final sounds in single-syllable words. (E)
Initial and final sounds
Medial vowel sounds
1.RF.3 Identify and produce beginning, middle (medial), and final sounds in single-syllable words. (E)
Initial and final sounds
Medial vowel sounds
1.RF.4 Segment individual phonemes in one-syllable words. (E)
Segment sounds
Manipulate sounds
1.RF.4 Segment individual phonemes in one-syllable words. (E)
Segment sounds
Manipulate sounds
Decoding
1.RF.5 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. (E)
Consonant sounds
Soft g and c
Short a
Short e
Short i
Short o
Short u
Short vowels
Short and long vowels
Consonant blends
Digraphs
Variant vowels
Silent e
Vowel teams
Diphthongs
R-controlled vowels
1.RF.5 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. (E)
Consonant sounds
Soft g and c
Short a
Short e
Short i
Short o
Short u
Short vowels
Short and long vowels
Consonant blends
Digraphs
Variant vowels
Silent e
Vowel teams
Diphthongs
R-controlled vowels
1.RF.6 Decode one-syllable words in the major syllable types (CVC, CVr, V, VV, VCe), independent of context. (E)
Blend and segment
Short a
Short e
Short i
Short o
Short u
Short vowels
Short and long vowels
Silent e
Vowel teams
Variant vowels
R-controlled vowels
Diphthongs
1.RF.6 Decode one-syllable words in the major syllable types (CVC, CVr, V, VV, VCe), independent of context. (E)
Blend and segment
Short a
Short e
Short i
Short o
Short u
Short vowels
Short and long vowels
Silent e
Vowel teams
Variant vowels
R-controlled vowels
Diphthongs
1.RF.7 Decode grade-appropriate base words and affixes including common prefixes plurals, verb tense, inflectional suffixes (e.g., plurals, verb tenses), simple compound words (e.g., cupcake), and contractions (e.g., isn't). (E)
Prefixes and suffixes
Inflectional endings
Plural nouns
Compound words
Contractions
1.RF.7 Decode grade-appropriate base words and affixes including common prefixes plurals, verb tense, inflectional suffixes (e.g., plurals, verb tenses), simple compound words (e.g., cupcake), and contractions (e.g., isn't). (E)
Prefixes and suffixes
Inflectional endings
Plural nouns
Compound words
Contractions
1.RF.8 Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.
Read-alone literary texts
Read-alone informational texts
1.RF.8 Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.
Read-alone literary texts
Read-alone informational texts
RC
Reading Comprehension
1.RC.1 Ask and answer questions about the main idea and key details to clarify and confirm understanding of a text. (E)
Main idea
Setting and character
Read-along literary texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
1.RC.1 Ask and answer questions about the main idea and key details to clarify and confirm understanding of a text. (E)
Main idea
Setting and character
Read-along literary texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
1.RC.2 Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate comprehension of their central message or lesson.
1.RC.2 Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate comprehension of their central message or lesson.
1.RC.3 Using key details, identify and describe the elements of plot, character, and setting. (E)
1.RC.3 Using key details, identify and describe the elements of plot, character, and setting. (E)
1.RC.4 Make and confirm predictions about what will happen next in a story.
1.RC.4 Make and confirm predictions about what will happen next in a story.
1.RC.5 Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).
1.RC.5 Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).
1.RC.6 Retell main ideas and key details of a text. (E)
Read-along texts
Read-alone texts
1.RC.6 Retell main ideas and key details of a text. (E)
Read-along texts
Read-alone texts
1.RC.7 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.RC.7 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.RC.8 Identify how a nonfiction text can be structured to indicate order (e.g., sequential) or to explain a simple cause and effect relationship. (E)
1.RC.8 Identify how a nonfiction text can be structured to indicate order (e.g., sequential) or to explain a simple cause and effect relationship. (E)
1.RC.9 Demonstrate comprehension 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.RC.9 Demonstrate comprehension 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.RC.10 Define and sort words into categories (e.g., antonyms, living things, synonyms). (E)
Categories
Synonyms and antonyms
1.RC.10 Define and sort words into categories (e.g., antonyms, living things, synonyms). (E)
Categories
Synonyms and antonyms
W
Writing
1.W.1 Write all uppercase (capital) and lowercase letters legibly, and space letters, words, and sentences appropriately.
1.W.1 Write all uppercase (capital) and lowercase letters legibly, and space letters, words, and sentences appropriately.
1.W.2 Produce (when writing or speaking) logically connected sentences to make a proposal to a particular audience (e.g., a parent, classmate), and give reasons why the proposal should be considered. (E)
1.W.2 Produce (when writing or speaking) logically connected sentences to make a proposal to a particular audience (e.g., a parent, classmate), and give reasons why the proposal should be considered. (E)
1.W.3 Produce (when writing or speaking) a topic sentence or main idea, provide some facts or details about the topic, and provide a concluding statement. (E)
1.W.3 Produce (when writing or speaking) a topic sentence or main idea, provide some facts or details about the topic, and provide a concluding statement. (E)
1.W.4 Produce (when writing or speaking) narratives using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending. (E)
Sequence
Descriptive details
1.W.4 Produce (when writing or speaking) narratives using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending. (E)
Sequence
Descriptive details
1.W.5 With support, apply the writing process to:
1.W.5 With support, apply the writing process to:
1.W.5a: Plan by generating ideas for writing through oral discussions and drawings.
1.W.5a: Plan by generating ideas for writing through oral discussions and drawings.
1.W.5b: Develop drafts in pictorial or written form by organizing ideas.
1.W.5b: Develop drafts in pictorial or written form by organizing ideas.
1.W.5c: Revise writing to add details in pictures or words (e.g., sentence structure); edit writing for conventions (e.g., correct spelling of frequently used words, basic capitalization, end punctuation).
Descriptive details
Spelling
Capitalization
Punctuation
1.W.5c: Revise writing to add details in pictures or words (e.g., sentence structure); edit writing for conventions (e.g., correct spelling of frequently used words, basic capitalization, end punctuation).
Descriptive details
Spelling
Capitalization
Punctuation
1.W.5d: Use available technology to produce and publish legible documents.
1.W.5d: Use available technology to produce and publish legible documents.
1.W.6 With support, conduct research on a topic.
1.W.6 With support, conduct research on a topic.
1.W.6a: Identify several sources of information and indicate the sources.
1.W.6a: Identify several sources of information and indicate the sources.
1.W.6b: Organize information, using graphic organizers or other aids.
1.W.6b: Organize information, using graphic organizers or other aids.
1.W.6c: Make informal presentations on information gathered.
1.W.6c: Make informal presentations on information gathered.
1.W.7 Demonstrate command of English grammar and usage, when writing or speaking, focusing on:
1.W.7 Demonstrate command of English grammar and usage, when writing or speaking, focusing on:
1.W.7a: Nouns/Pronouns — Using sentences that include common and proper nouns and personal pronouns.
Nouns
Pronouns
1.W.7a: Nouns/Pronouns — Using sentences that include common and proper nouns and personal pronouns.
Nouns
Pronouns
1.W.7b: Verbs — Using sentences with verbs to convey a sense of past, present, and future.
Past tense
Present tense
Future tense
Order sentences
1.W.7b: Verbs — Using sentences with verbs to convey a sense of past, present, and future.
Past tense
Present tense
Future tense
Order sentences
1.W.7c: Usage — Using complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Sentence types
Complete sentences
Subject and predicate
1.W.7c: Usage — Using complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Sentence types
Complete sentences
Subject and predicate
1.W.8 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
1.W.8 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
1.W.8a: Capitalization — Capitalizing the first word of a sentence, dates, names of people, and the pronoun I.
1.W.8a: Capitalization — Capitalizing the first word of a sentence, dates, names of people, and the pronoun I.
1.W.8b: Punctuation
1.W.8b: Punctuation
1.W.8b.1: Correctly using a period, question mark, and exclamation mark at the end of a sentence.
1.W.8b.1: Correctly using a period, question mark, and exclamation mark at the end of a sentence.
1.W.8b.2: Using commas in dates and to separate items in a series.
1.W.8b.2: Using commas in dates and to separate items in a series.
1.W.8c: Encoding
1.W.8c: Encoding
1.W.8c.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.8c.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.8c.2: Correctly spelling words with common spelling patterns.
Short and long vowels
Plural nouns
Verb tense
1.W.8c.2: Correctly spelling words with common spelling patterns.
Short and long vowels
Plural nouns
Verb tense
1.W.8c.3: Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone). (E)
1.W.8c.3: Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone). (E)