1st grade English worksheets

Grade 1

• 1.1.Alisten actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
• 1.1.Bfollow, restate, and give oral instructions that involve a short, related sequence of actions;
• 1.1.Cshare information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
• 1.1.Dwork collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and
• 1.1.Edevelop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
• 1.2.Ademonstrate phonological awareness by:
• 1.2.A.iproducing a series of rhyming words;
• 1.2.A.iirecognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
• 1.2.A.iiidistinguishing between long and short vowel sounds in one-syllable words;
• 1.2.A.ivrecognizing the change in spoken word when a specified phoneme is added, changed, or removed;
• 1.2.A.vblending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;
• 1.2.A.vimanipulating phonemes within base words; and
• 1.2.A.viisegmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;
• 1.2.Bdemonstrate and apply phonetic knowledge by:
• 1.2.B.idecoding words in isolation and in context by applying common letter sound correspondences;
• 1.2.B.iidecoding words with initial and final consonant blends, digraphs, and trigraphs;
• 1.2.B.iiidecoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
• 1.2.B.ivusing knowledge of base words to decode common compound words and contractions;
• 1.2.B.vdecoding words with inflectional endings, including -ed, -s, and -es; and
• 1.2.B.viidentifying and reading at least 100 high-frequency words from a research-based list;
• 1.2.Cdemonstrate and apply spelling knowledge by:
• 1.2.C.ispelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
• 1.2.C.iispelling words with initial and final consonant blends, digraphs, and trigraphs;
• 1.2.C.iiispelling words using sound-spelling patterns; and
• 1.2.C.ivspelling high-frequency words from a research-based list;
• 1.2.Ddemonstrate print awareness by identifying the information that different parts of a book provide;
• 1.2.Ealphabetize a series of words to the first or second letter and use a dictionary to find words; and
• 1.2.Fdevelop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
• 1.3.Ause a resource such as a picture dictionary or digital resource to find words;
• 1.3.Buse illustrations and texts the student is able to read or hear to learn or clarify word meanings;
• 1.3.Cidentify the meaning of words with the affixes -s, -ed, and -ing; and
• 1.3.Didentify and use words that name actions, directions, positions, sequences, categories, and locations.
• 1.6.Aestablish purpose for reading assigned and self-selected texts with adult assistance;
• 1.6.Bgenerate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
• 1.6.Cmake, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
• 1.6.Dcreate mental images to deepen understanding with adult assistance;
• 1.6.Emake connections to personal experiences, ideas in other texts, and society with adult assistance;
• 1.6.Fmake inferences and use evidence to support understanding with adult assistance;
• 1.6.Gevaluate details to determine what is most important with adult assistance;
• 1.6.Hsynthesize information to create new understanding with adult assistance; and