Common Core Ela Check Sheet

8/2/2019 Common Core Ela Check Sheet

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Student Name:

CC.1.RF.1a (1.1.3) -- Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

1.1.5 b. Recognize that vowels can make more than one sound.

1.1.5 e. Discriminate between short and long vowel sounds in spoken single-syllable words.

1.1.7 a. Discriminate ending sounds in spoken words.

1.1.7 b. Create and state a series of rhyming words.

1.1.8 a. Identify that a sound has been changed to make a new word and state the letter that was changed.

1.1.8 b.Add, delete, or change sounds to change words.

CC.1.RF.2a (1.1.10) -- Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single-syllable words.

CC.1.RF.2b (1.1.4, 1.1.9) -- Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

CC.1.RF.2c (1.1.10) -- Demonstrate understanding of spoken words, syllables, and sounds (phonemes).c. Isolate

and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.CC.1.RF.2c -- Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

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

CC.1.RF.2d (1.1.5) -- Demonstrate understanding of spoken words, syllables, and sounds (phonemes). d.

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

1.1.1 a. Match sounds to letters.

1.1.1 b. Verbally pronounce each sound represented by each letter.

1.1.1 c. Combine sounds of letters to read words.

1.1.1 d. Match oral words to printed words.

1.1.11 Read common sight words (words that are often seen and heard).

1.1.12 a. Recognize phonetic letter patterns.

1.1.12 b. Demonstrate various reading strategies (i.e., go back and re-read, sound out, chunk letters you know,

1.1.14 a. List and identify common word patterns (i.e., -ite, -ate)

1.1.14 b. Read common word patterns (i.e., -ite, -ate)

1.1.2 b. Describe how words put together form sentences.

1.1.2 c. Discriminate words from sentences.

1.1.2 d. Explain how letters put together form words.

1.1.2 a. Name all capital and lowercase letters.

1.1.5 a. Differentiate between vowels and consonants.

1.1.5 c. Know and use the short vowel sounds.

1.1.5 d. Know and use the long vowel sounds.

1.1.6 a. Identify vowel sounds and match them to letters.

1.1.6 b. Recognize that vowel sounds can be represented by different letters and letter combinations.

CC.1.RF.3a (1.1.9) -- Know and apply grade-level phonics and word analysis skills in decoding words. a. Know

CC.1.RF.3b (1.1.10) -- Know and apply grade-level phonics and word analysis skills in decoding words. b.CC.1.RF.3c (1.1.13) -- Know and apply grade-level phonics and word analysis skills in decoding words. c. Know

CC.1.RF.3d -- Know and apply grade-level phonics and word analysis skills in decoding words.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed

CC.1.RF.3e -- Know and apply grade-level phonics and word analysis skills in decoding words.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

CC.1.RF.3f (1.1.17) -- Know and apply grade-level phonics and word analysis skills in decoding words. f. Read

CC.1.RF.3g -- Know and apply grade-level phonics and word analysis skills in decoding words.

g. Recognize and read grade-appropriate irregularly spelled words.

Reading Foundational Skills - Phonics and Word Recognition

Reading Foundational Skills - Phonological Awareness

2011-12 *GRADE 1* COMMON CORE ELA

Reading Foundational Skills - Print Concepts


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CC.1.RF.4a (1.1.15) -- Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text

CC.1.RF.4b (1.1.15) -- Read with sufficient accuracy and fluency to support comprehension. b. Read on-level text

orally with accuracy, appropriate rate, and expression on successive readings.

CC.1.RF.4c (1.1.15) -- Read with sufficient accuracy and fluency to support comprehension. c. Use context to

1.2.2 a. Identify beginning, middle, and end of a text.

1.2.2 b. Identify if a text follows a logical or sequential order.

1.2.3 a. Respond to questions that identify who or what the passage is about within a given text.

(CC.1.RI.1)

1.2.3 b. Respond to questions about the setting of a given text (where and when).

1.2.3 c. Define main idea.

1.2.3 d. Respond to questions about the main idea of a given text (what, why, how).

1.2.3 e. State the main idea of what is read.

1.2.4. Follow one-step written instructions.

1.2.6 a. Define conclusion and prediction.

1.2.6 b. Make reasonable predictions about text.

1.2.6 c. Identify and locate words in text used to make conclusions (signal words that alert the reader to a

sequence of events, such as before, first, during, while, as, at the same time, after, then, next, at last, finally, now,1.2.6 d. Draw reasonable conclusions about text.

1.2.6 e. Confirm predictions by referring back to the text.

1.2.7. Discuss and connect relevant background knowledge to text.

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

1.2.1 a. Identify the title, author, illustrator, and table of contents of a book.

1.2.5 a. Define unknown words using context clues in text.

1.2.5 b. Use context clues to understand unknown words and sentence meanings.

CC.1.RI.4 -- Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

CC.1.RI.5 -- Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus,

CC.1.RI.6 -- Distinguish between information provided by pictures or other illustrations and information provided

CC.1.RI.7 -- Use the illustrations and details in a text to describe its key ideas.

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

CC.1.RI.9 -- Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,

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

1.3.1 a. Identify and describe the plot in a story.

1.3.1 b. Identify and describe the setting (place and time) in a story.

1.3.1 c. Identify and describe the main characters in a story.

1.3.1 d. Retell a storys beginning using details from the text.

1.3.1 e. Retell a storys middle using details from the text.

1.3.1 f. Retell a storys ending using details from the text.

1.3.1 g. Retell a story using details from the text.

1.3.3 a. Define prediction and conclusion.

1.3.3 b. Make reasonable predictions about what will happen next in a story.

1.3.3 c. Confirm predictions by referring back to the story.

1.3.3 d. Identify words and ideas in text to draw reasonable conclusions about text.

1.3.3 e. Confirm predictions by referring back to the text.

1.3.5. Understand what is read by responding to questions about literary text (who, what, when, where, why, how).

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

Reading Informational Text - Range of Reading and Level of Text Complexity

Reading Informational Text - Integration of Knowledge and Ideas

Reading Informational Text - Craft and Structure

Reading Informational Text - Key Ideas and Details

Reading Foundational Skills - Fluency

Reading Literature - Key Ideas and Details


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CC.1.RL.2 -- Retell stories, including key details, and demonstrate understanding of their central message or

CC.1.RL.3 -- Describe characters, settings, and major events in a story, using key details.

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

CC.1.RL.5 (1.3.4) -- Explain major differences between books that tell stories and books that give information,

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

1.3.2 a. Describe the role of an author.

1.3.2 b. Describe the role of an illustrator.

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

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

CC.1.RL.10 -- With prompting and support, read prose and poetry of appropriate complexity for grade 1.

CC.1.W.1 (1.4.2) -- 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.

CC.1.W.2 (1.4.2, 1.5.2, 1.5.5) -- Write informative/explanatory texts in which they name a topic, supply some

CC.1.W.3 (1.4.2, 1.5.1, 1.5.5) --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

CC.1.W.5 (1.4.1, 1.4.3, 1.4.4) -- Wit h guidance and support from adults, focus on a topic, respond to questions

CC.1.W.6 -- With guidance and support from adults, use a variety of digital tools to produce and publish writing,

1.4.6 a. Select categories that can be created from text information (i.e., When reading a book about lions,

1.4.6 b. Classify information for placement into appropriate categories.

CC.1.W.7 -- Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a

CC.1.W.7a -- Understand how to use sources and tools to conduct shared research

CC.1.W.7b -- Understand the format of a variety of texts (e.g. how to)

CC.1.W.7c -- Participate in shared research and writing projects (e.g. how to)

CC.1.W.8 (1.4.5) -- With guidance and support from adults, recall information from experiences or gather

CC.1.SL.1 -- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with

CC.1.SL.2 -- Ask and answer questions about key details in a text read aloud or information presented orally or

CC.1.SL.3 -- Ask and answer questions about what a speaker says in order to gather additional information or

CC.1.SL.4 -- Describe people, places, things, and events with relevant details, expressing ideas and feelings

CC.1.SL.5 -- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and

CC.1.SL.6 -- Produce complete sentences when appropriate to task and situation.

CC.1.L.1a -- Demonstrate command of the conventions of standard English grammar and usage when writing or

1.6.1 a. Print legibly.

1.6.1 b. Write with appropriate spacing in letters, words, and sentences.

CC.1.L.1b -- Demonstrate command of the conventions of standard English grammar and usage when writing or

CC.1.L.1c (1.6.3) -- Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We

CC.1.L.1d (1.6.5) -- Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their;

CC.1.L.1e -- Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking. e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I

CC.1.L.1f -- Demonstrate command of the conventions of standard English grammar and usage when writing or

Language - Conventions of Standard English

Speaking and Listening - Presentation of Knowledge and Ideas

Speaking and Listening - Comprehension and Collaboration

Writing - Research to Build and Present Knowledge

Writing - Production and Distribution of Writing

Writing - Text Types and Purposes

Reading Literature - Range of Reading and Level of Text Complexity

Reading Literature - Integration of Knowledge and Ideas

Reading Literature - Craft and Structure


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1.5.4 a. Define adjectives (descriptive words), and use them in writing.

1.5.4 b. Add adjectives to a given set of objects: person, place, or event.

CC.1.L.1g -- Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

CC.1.L.1h --Demonstrate command of the conventions of standard English grammar and usage when writing or

CC.1.L.1i -- Demonstrate command of the conventions of standard English grammar and usage when writing or

CC.1.L.1j (1.6.2) -- Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking. j. Produce and expand complete simple and compound declarative, interrogative, imperative,

CC.1.L.2a (1.6.7) -- Demonstrate command of the conventions of standard English capitalization, punctuation,

1.6.7 a. Capitalize the first word in a sentence (note: this builds upon 1.1.3).

1.6.7 b.Identify names of people within text.

1.6.7 c.Write names of people appropriately within text.

1.6.7 d. Capitalize the pronoun "I" appropriately when writing.

CC.1.L.2b (1.6.6) -- Demonstrate command of the conventions of standard English capitalization, punctuation,

CC.1.L.2c -- Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. c. Use commas in dates and to separate single words in a series.

CC.1.L.2d (1.6.8) -- Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing. d. Use conventional spelling for words with common spelling patterns and for frequently

1.6.4 Identify and correctly write contractions (i.e., isn't, aren't, can't).CC.1.L.2e (1.6.8) -- Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling

1.1.12 c. Define context clues.

1.1.12 d. Apply context clues when reading unknown text.

1.1.16 a. Define compound words.

1.1.16 b. List common compound words.

1.1.16 c. Separate compound words into two words (birthday = birth + day).

1.1.16 d. Read compound words.

1.1.16 e. Define contractions.

1.1.16 f. List common contractions.

1.1.16 g. Separate contractions into two words.1.1.16 h. Read common contractions.

CC.1.L.4a -- 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. a. Use sentence-level context as a clue

CC.1.L.4b -- 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. b. Use frequently occurring affixes as a

CC.1.L.4c (1.1.17) -- 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. c. Identify frequently

CC.1.L.5a (1.1.18) -- With guidance and support from adults, demonstrate understanding of word relationships

and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the

CC.1.L.5b (1.1.18) -- With guidance and support from adults, demonstrate understanding of word relationships

and nuances in word meanings. b. Define words by category and by one or more key attributes (e.g., a duck is a

CC.1.L.5c -- With guidance and support from adults, demonstrate understanding of word relationships andnuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at

CC.1.L.5d -- With guidance and support from adults, demonstrate understanding of word relationships and

nuances in word meanings. 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

CC.1.L.6 -- 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).

Language - Vocabulary Acquisition and Use


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Common Core Ela Check Sheet

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