End of Grade 1 Reading Expectations

Early Reading Strategies  

Phonemic Awareness (ERS:1)

R:ERS:1 Demonstrates phonemic awareness and applies phonological knowledge and skills by…

R:ERS:1.1 Blending and segmenting syllables and onset-rimes (e.g., cup-cake,  s-at) (Local)

R:ERS:1.2 Blending and segmenting phonemes in one syllable words (e.g., f-i-sh,  r-u-n) (Local)

R:ERS:1.3 Isolating phonemes in single syllable words (e.g., “tell me the first sound in ‘mop’;” “tell me the last sound in ‘mop,’” “tell me the middle sound in ‘mop.’”) (Local)

R:ERS:1.4 Deleting phonemes in one-syllable words (“what is “crust” without the ‘c’?”) (Local)

R:ERS:1..5 Producing pairs of rhyming words (Local)

Concepts of Print (ERS:2)

R:ERS:2: Demonstrates understanding of concepts of print during shared or individual reading by

R:ERS:1:2.4: Identifying title, author, illustrator (Local)

R:ERS:1:2.5: Identifying basic punctuation marks and their usage (e.g., question marks, periods, quotation marks) (Local)

R:ERS:1:2.6: Demonstrating 1-1 matching of words spoken to words in print (Local)

Reading Fluency and Accuracy (F&A)

R:F&A:1 Reads grade-level appropriate material with…

R:F&A:1:1.1: Accuracy: reading material appropriate for the end of grade 1 with at least 90-94% accuracy (See Appendix F for sample titles)  (Local)

R:F&A:1:1.2: Fluency: reading previously –introduced or previously read grade-appropriate text with oral fluency rates of at least 50-80  words correct per minute (See Appendix C for suggested rates) (Local)

R:F&A:1:1.3: Fluency: reading grade-appropriate text in a way that makes meaning clear,  and demonstrates  phrasing, expression, and attention to  end punctuation (Local)

Word Identification Skills and Strategies (WID)

R:WID:1: Applies word identification and decoding strategies (leading to automaticity) by …

R:WID:1:1.1: Sounding out regularly spelled (decodable) one-syllable or two-syllable words using letter-sound correspondence knowledge (Local) EXAMPLES (regularly spelled one and two syllable words): bat, kitten, classroom

R:WID:1:1.2: Reading regularly spelled one or two-syllable words using knowledge of sounds and letter patterns (including common endings (s, ed, ly, ing) (Local)

  R:WID:1:1.3: Reading grade-level appropriate words (in connected text) (Local)

  R:WID:1:1.4: Reading grade- appropriate, high-frequency words (that include irregularly spelled words – said; contractions – I’m) (Local)

Vocabulary Strategies (V:1)

R:V:1: Students identify the meaning of unfamiliar vocabulary by…

R:V:1:1.1: Using strategies to unlock meaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions during read-alouds or text reading) (Local)

Breadth of Vocabulary (V:2)

R:V:2: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by…

R:V:1:2.1: Identifying synonyms and antonyms to connect new words to known words (Local)

R:V:1:2.2: Selecting appropriate words to use in context (Local)

R:V:1:2.3: Describing words in terms of categories, (e.g., A mallard is a kind of duck.), functions (e.g., Scissors are used for cutting.), or features (e.g., A rectangle has four sides.) (Local)

Initial Understanding of Literary Texts (LT:1)

R:LT:1:1: Demonstrate initial understanding of elements of literary texts (including text read aloud, reading independently, or in a guided manner) by...

R:LT:1:1.1: Identifying characters or setting in a story (Local)

R:LT:1:1.2a: Responding to simple questions about a book’s content (e.g., “Where did Sylvester go?”)

R:LT:1:1.2b: Retelling the beginning, middle, and end of a story (Local)

R:LT:1:1.3: Generating questions before, during, and after reading (Local)

R:LT:1:1.4: Distinguishing between literary and informational texts (Local)

R:LT:1:1.5: Identifying literary devices as appropriate to genre: rhyme, repeated language (e.g., “teeny- tiny”) (Local) EXAMPLE: In Brown Bear, Brown Bear, what words are repeated in the story?

Analysis and Interpretation of Literary Texts/Citing Evidence (LT:2)

R:LT:1:2: Analyze and interpret elements of literary texts read aloud or read independently, citing evidence where appropriate by…

R:LT:1:2.1: Making predictions about what might happen next, and telling why the prediction was made (Local)

R:LT:1:2.2: Identifying physical characteristics, personality traits, or possible motives of main characters (Local)

R:LT:1:2.3: Making basic inferences about the text (Local) EXAMPLE: “Why did the wolf want to blow down each pig’s house?”

Analysis and Interpretation of Literary Texts/Citing Evidence (LT:4)

R:LT:1:4: Generates a personal response to what is read aloud or read independently through a variety of means by…

R:LT:1:4.1: Comparing stories or other texts to personal experience, prior knowledge or to other texts (Local)

Initial Understanding of Informational Texts (IT:1)

R:IT:1:1: Demonstrate initial understanding of informational texts (expository and practical texts) by…

R:IT:1:1.1: Obtaining information, using text features (e.g., title and illustration) (Local) EXAMPLE: “From the title, what do we think this book will tell us?”

R:IT:1:1.2: Using explicitly stated information to answer questions (Local) EXAMPLE: “Where do penguins live?”

Analysis and Interpretation of Informational Texts/Citing Evidence (IT:2)

R:IT:1:2: Analyze and interpret informational text read aloud or independently, citing evidence as appropriate by…

R:IT:1:2.1: Telling what was learned (Local) EXAMPLE: “What do penguins eat? Show me where you found that information?”

R:IT:1:2.2: Identifying the topic of the text or explaining the title (Local) EXAMPLE: “What is this about?”

R:IT:1:2.3: Making basic inferences or drawing basic conclusions (Local) EXAMPLE:  “From what we just read, why do you think firefighters wear special uniforms?”  Explain your reasons.