The Common Core in Hawaii

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Skills available for Hawaii first-grade language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Hawaii Common Core Standards (adopted in 2024): Grade 1 Hawaii Common Core Standards (adopted in 2024): Grade 1
Common Core State Standards: Language Common Core State Standards: Language
Common Core State Standards: Reading: Foundational Skills Common Core State Standards: Reading: Foundational Skills
Common Core State Standards: Reading: Informational Text Common Core State Standards: Reading: Informational Text
Common Core State Standards: Reading: Literature Common Core State Standards: Reading: Literature

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Print standards

1.RF Reading Foundations

Print Concepts
- 1.RF.1 Demonstrate understanding of the organization and basic features of print:
  - 1.RF.1.a Recognize the capitalization of proper nouns.
  - 1.RF.1.b Recognize the meaning of end punctuation.
    - Choose the right end mark (1-RR.5)
    - Statement, question, command, or exclamation? (1-RR.6)
  - 1.RF.1.c Recognize the meaning of a comma within text.
Phonological Awareness
- 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes):
  - 1.RF.2.a Add, delete, and substitute syllables in multisyllabic words.
    - Put two syllables together to create a word: easier (1-V.1)
    - Put two syllables together to create a word: harder (1-V.2)
  - 1.RF.2.b Blend sounds (phonemes) to orally produce single-syllable words, including short and long vowel sounds consonant blends, digraphs, and diphthongs.
    - Blend each sound in a word together (1-D.1)
  - 1.RF.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  - 1.RF.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes), including short and long vowel sounds.
  - 1.RF.2.e Add, delete, or substitute (in words with 5–6 phonemes) individual sounds (phonemes) in initial and final positions in simple, one-syllable words to make new words.
    - Change the first sound in a word (1-E.1)
    - Change the last sound in a word (1-E.2)
Phonics and Word Recognition
- 1.RF.3 Know and apply grade-level phonics and words analysis skills to read:
  - 1.RF.3.a Read regularly spelled one and two-syllable words in isolation and in text, including:
  - 1.RF.3.b Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
  - 1.RF.3.c Read common, grade-appropriate decodable and irregularly-spelled high-frequency words by sight (e.g., eat, can, the, of, to, you, she, my, is, are, do, does).
Fluency
- 1.RF.4 Read grade-level text orally with fluency (accuracy, automaticity, and prosody) to support comprehension, in accordance with grade-level fluency norms.

1.RI Reading Informational

Key Ideas and Details
- 1.RI.1 Ask and answer questions about key details in a text.
- 1.RI.2 Analyze informational text development:
  - 1.RI.2.a Identify the main/central topic of a text.
    - What is the picture about? (1-Z.1)
  - 1.RI.2.b Retell key details of a text.
- 1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
- 1.RI.4 Determine the meaning of words and phrases in a text relevant to grade 1 topic or subject area.
- 1.RI.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.
  - Use text features (1-EE.1)
- 1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
- 1.RI.7 Use the visual aids and details in a text to describe its key ideas.
- 1.RI.8 Identify the reasons an author gives to support points in a text.
- 1.RI.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
- 1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.

1.RL Reading Literature

Key Ideas and Details
- 1.RL.1 Ask and answer questions about key details in a text.
- 1.RL.2 Analyze literary text development:
  - 1.RL.2.a Demonstrate understanding of the lesson in the story.
    - Read myths, legends, and fables (1-GG.3)
    - Determine the themes of myths, fables, and folktales (1)
  - 1.RL.2.b Retell stories, including key details.
    - Order images in a story (1-AA.1)
- 1.RL.3 Describe story elements:
  - 1.RL.3.a Using key details, describe characters and their feelings, settings, major events (plot), problems, and solutions in a story.
    - Choose the picture that matches the setting or character (1-DD.1)
    - Use actions and dialogue to understand characters (1-DD.2)
Craft and Structure
- 1.RL.4 Identify words and phrase in stories or poems that suggest feelings or appeal to the senses.
  - Which feeling matches the picture? (1-CC.1)
- 1.RL.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.
- 1.RL.6 Identify who is telling the story at various points in a text.
  - Who is the narrator? (1-BB.1)
Integration of Knowledge and Ideas
- 1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.
- 1.RL.9 Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity
- 1.RL.10 With prompting and support, read literary texts appropriately complex for grade 1.

1.WF Writing Foundations

Handwriting, Spelling, and Sentence Formation
- 1.WF.1 Demonstrate and apply correct handwriting skills:
  - 1.WF.1.a Write upper- and lowercase manuscript alphabet from memory using correct letter formation.
  - 1.WF.1.b Write the common grapheme (letter or letter group) for each phoneme.
  - 1.WF.1.c Write with appropriate spacing between letters and words.
- 1.WF.2 Know and apply phonics and word analysis skills when encoding words:
  - 1.WF.2.a Spell common, regular, single-syllable words using:
    - Short vowels and single consonants
    - Consonant graphemes including qu, x, and -ck
      - Which letter does the word start with? (1-F.3)
      - Which letter does the word end with? (1-F.4)
    - Digraphs (e.g., thin, shop, when, much, sing)
      - Complete the word with the right digraph (1-G.3)
      - Spell the digraph word (1-G.4)
    - Doubled letters (e.g., off, will, mess)
      - Complete the word to match the picture: -ss, -ll, -ff, -zz, -ck (1-G.1)
    - Initial and final consonant blends (e.g., must, slab, plump)
      - Complete the word with the right initial consonant blend (1-H.1)
      - Complete the word with the right final consonant blend (1-H.4)
    - Long vowel patterns spelled correctly, including VCe (Vowel-Consonant-silent e) (e.g., came, like) and open syllables (e.g., go, cry)
  - 1.WF.2.b Spell common, grade-appropriate decodable and irregularly-spelled high-frequency words.
- 1.WF.3 Demonstrate command of the conventions of English when writing sentences and single paragraphs:
  - 1.WF.3.a Produce and expand complete simple and compound sentences in response to prompts.
  - 1.WF.3.b Produce and expand declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
  - 1.WF.3.c Capitalize dates and names of people.
    - Capitalize the names of people and pets (1-CCC.1)
    - Capitalize days and months (1-CCC.2)
  - 1.WF.3.d Use correct end punctuation for sentences.
    - Choose the right end mark (1-RR.5)
    - Statement, question, command, or exclamation? (1-RR.6)
  - 1.WF.3.e Use commas in dates and to separate single words in a series.

1.W Writing

Text Types and Purposes
- 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
- 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  - Choose topic sentences for expository paragraphs (1)
- 1.W.3 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.
  - Put the sentences in order (1-AAA.3)
  - Use time-order words (1)
Production and Distribution of Writing
- 1.W.4 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
  - Add descriptive details to sentences (1)
- 1.W.5 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
- 1.W.6 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):
  - 1.W.6.a With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

1.L Language

Conventions of English
- 1.L.1 Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking:
  - 1.L.1.a Use common, proper, and possessive nouns.
  - 1.L.1.b Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
  - 1.L.1.c Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
  - 1.L.1.d 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).
  - 1.L.1.e Use frequently occurring adjectives.
  - 1.L.1.f Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    - Use conjunctions (1-AAA.1)
  - 1.L.1.g Use determiners (e.g., articles, demonstratives).
    - Use the correct article: a or an (1-XX.1)
  - 1.L.1.h Use frequently occurring prepositions (e.g., during, beyond, toward).
    - Select the best preposition to match the picture (1-ZZ.1)
    - Select the best preposition to complete the sentence (1-ZZ.2)
  - 1.L.1.i Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Vocabulary Acquisition and Use
- 1.L.3 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:
  - 1.L.3.a Use sentence-level context as a clue to the meaning of a word or phrase.
    - Use context to identify the meaning of a word (1-PP.1)
  - 1.L.3.b Use frequently occurring affixes as a clue to the meaning of a word.
    - Use words with prefixes and suffixes (1-OO.1)
    - Understand words with prefixes and suffixes (1-OO.2)
  - 1.L.3.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
    - Match the -ed and -ing sentences to the pictures (1-WW.9)
- 1.L.4 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings:
  - 1.L.4.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
    - Sort words into categories (1-KK.1)
  - 1.L.4.b 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).
    - Which word is not like the others? (1-KK.2)
    - Find the words with related meanings (1-NN.1)
  - 1.L.4.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
  - 1.L.4.d 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.
- 1.L.5 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to single simple relationships (e.g., because).

The Common Core in Hawaii

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Actions

1.RF Reading Foundations

Print Concepts

1.RF.1 Demonstrate understanding of the organization and basic features of print:

1.RF.1.a Recognize the capitalization of proper nouns.

1.RF.1.b Recognize the meaning of end punctuation.

1.RF.1.c Recognize the meaning of a comma within text.

Phonological Awareness

1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes):

1.RF.2.a Add, delete, and substitute syllables in multisyllabic words.

1.RF.2.b Blend sounds (phonemes) to orally produce single-syllable words, including short and long vowel sounds consonant blends, digraphs, and diphthongs.

1.RF.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

1.RF.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes), including short and long vowel sounds.

1.RF.2.e Add, delete, or substitute (in words with 5–6 phonemes) individual sounds (phonemes) in initial and final positions in simple, one-syllable words to make new words.

Phonics and Word Recognition

1.RF.3 Know and apply grade-level phonics and words analysis skills to read:

1.RF.3.a Read regularly spelled one and two-syllable words in isolation and in text, including:

Short vowel words with CVC, CCVC, CVCC, and CCVCC patterns

Digraphs (sh, ch, wh, th, ng, ck)

Vowel-Consonant-Silent e (VCe) (e.g., cave)

Vowel Teams (e.g., pain)

R-Controlled Vowels (ar, er, ir, or, ur)

Diphthongs

Closed Syllables

Open Syllables

Inflectional Suffixes with no spelling changes (e.g., help, helps, helped, helping)

Prefixes

Compound Words

Contractions

Possessives

Plurals

1.RF.3.b Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

1.RF.3.c Read common, grade-appropriate decodable and irregularly-spelled high-frequency words by sight (e.g., eat, can, the, of, to, you, she, my, is, are, do, does).

Fluency

1.RF.4 Read grade-level text orally with fluency (accuracy, automaticity, and prosody) to support comprehension, in accordance with grade-level fluency norms.

1.RI Reading Informational

Key Ideas and Details

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

1.RI.2 Analyze informational text development:

1.RI.2.a Identify the main/central topic of a text.

1.RI.2.b Retell key details of a text.

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

Craft and Structure

1.RI.4 Determine the meaning of words and phrases in a text relevant to grade 1 topic or subject area.

1.RI.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.

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

Integration of Knowledge and Ideas

1.RI.7 Use the visual aids and details in a text to describe its key ideas.

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

1.RI.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

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

1.RL Reading Literature

Key Ideas and Details

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

1.RL.2 Analyze literary text development:

1.RL.2.a Demonstrate understanding of the lesson in the story.

1.RL.2.b Retell stories, including key details.

1.RL.3 Describe story elements:

1.RL.3.a Using key details, describe characters and their feelings, settings, major events (plot), problems, and solutions in a story.

Craft and Structure

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

1.RL.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.

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

Integration of Knowledge and Ideas

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

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

Range of Reading and Level of Text Complexity

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

1.WF Writing Foundations

Handwriting, Spelling, and Sentence Formation

1.WF.1 Demonstrate and apply correct handwriting skills:

1.WF.1.a Write upper- and lowercase manuscript alphabet from memory using correct letter formation.

1.WF.1.b Write the common grapheme (letter or letter group) for each phoneme.

1.WF.1.c Write with appropriate spacing between letters and words.

1.WF.2 Know and apply phonics and word analysis skills when encoding words:

1.WF.2.a Spell common, regular, single-syllable words using:

Short vowels and single consonants