Hampton School District
English Competencies and Standards for Grade 1 

▪ Decode regularly spelled one-syllable words.
▪ Decode two-syllable words following basic patterns by breaking the words into syllables.
▪ Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
▪ Demonstrate understanding of the organization and basic features of print.
▪ Distinguish long from short vowel sounds in spoken single-syllable words.
▪ Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
▪ Know and apply grade-level phonics and word analysis skills in decoding words.
▪ Know final -e and common vowel team conventions for representing long vowel sounds.
▪ Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
▪ Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
▪ Read grade-level text orally with accuracy, appropriate rate, and expression.
▪ Read grade-level text with purpose and understanding.
▪ Read with sufficient accuracy and fluency to support comprehension.
▪ Read words with inflectional endings.
▪ Recognize and read grade-appropriate irregularly spelled words.
▪ Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
▪ Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
▪ Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
▪ Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed
▪ Orally blend single syllable words.
▪ Orally blend single syllable words including consonant blends.(CC.1.R.F.2.b)
▪ Identify letters in context.
▪ Identify lowercase letters.
▪ Identify the name of the letter, not just the sound of the letter ("k" instead of /k/).
▪ Identify uppercase letters.
▪ Phonetically spell CVC words.
▪ Spell VCE silent e words.
▪ Spell words with common vowel teams.
▪ Read and spell high frequency words from LC word list.
▪ Grade-level fluency rubric.
▪ Choose appropriate text for independent reading.
▪ Identify and read r-controlled vowels, vowel teams, and vce-silent e words.

▪ Ask and answer questions about key details in a literary text.
▪ Compare and contrast the adventures and experiences of characters in stories.
▪ Describe characters, settings, and major events in a story, using key details.
▪ Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
▪ Identify who is telling the story at various points in a literary text.
▪ Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
▪ Retell stories, including key details, and demonstrate understanding of their central message or lesson.
▪ Use illustrations and details in a story to describe its characters, setting, or events.
▪ With prompting and support, read prose and poetry of appropriate complexity for grade 1.
▪ Compare information across genres.
▪ Choose appropriate text for independent reading.


▪ Ask and answer questions about key details in an informational text.
▪ Ask and answer questions to help determine or clarify the meaning of words and phrases in an informational text.
▪ Describe the connection between two individuals, events, ideas, or pieces of information in an informational text.
▪ Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
▪ Identify basic similarities in and differences between two informational texts on the same topic (e.g., in illustrations, descriptions, or procedures).
▪ Identify the main topic and retell key details of an informational text.
▪ Identify the reasons an author gives to support points in an informational text.
▪ 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 the illustrations and details in a text to describe its key ideas.
▪ With prompting and support, read informational texts appropriately complex for grade 1.
▪ Emphasis on science- and social studies-based texts.
▪ Choose appropriate text for independent reading.
▪ Compare information across genres.

▪ 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).
▪ 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.
▪ With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
▪ With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
▪ Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
▪ 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.
▪ 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.
▪ Introduce a topic, state an opinion and create and organize reasons.
▪ Write a narrative in which they recount a sequence of events.
▪ Write a short response to literature that is assigned to me.
▪ Select a topic and write a poem.

▪ Capitalize dates and names of people.
▪ 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).
▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
▪ 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.
▪ 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 meaning.
▪ Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
▪ Identify real-life connections between words and their use (e.g., note places at home that are cozy).
▪ Print all upper- and lowercase letters.
▪ Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
▪ Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
▪ Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
▪ Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
▪ Use commas in dates and to separate single words in a series.
▪ Use common, proper, and possessive nouns.
▪ Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
▪ Use determiners (e.g., articles, demonstratives).
▪ Use end punctuation for sentences.
▪ Use frequently occurring adjectives.
▪ Use frequently occurring affixes as a clue to the meaning of a word.
▪ Use frequently occurring conjunctions (e.g., and, but, or, so, because).
▪ Use frequently occurring prepositions (e.g., during, beyond, toward).
▪ Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
▪ Use sentence-level context as a clue to the meaning of a word or phrase.
▪ Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
▪ 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).
▪ 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., I named my hamster Nibblet because she nibbles too much because she likes that).
▪ With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
▪ Define and use new vocabulary appropriately
▪ Parts of speech: Use common language and review.

▪ Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
▪ Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
▪ Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
▪ Ask questions to clear up any confusion about the topics and texts under discussion.
▪ Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
▪ Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
▪ Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
▪ Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
▪ Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3.)

Hampton School District
English Competencies and Standards for Grade 1
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