Grade Hubs
Context: Jump to another grade-level administrator hub.
English Language Arts (43)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| ELA.1.RF.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes), including phoneme isolation, blending, segmentation, and manipulation. | Open Page |
| ELA.1.RF.3 | Know and apply grade-level phonics and word analysis skills in decoding words, including consonant blends, long vowel patterns, and common vowel-consonant-e patterns. | Open Page |
| ELA.1.RF.4 | Read grade-level text with sufficient accuracy and fluency to support comprehension, using context to confirm or self-correct. | Open Page |
| ELA.1.RL.1 | Ask and answer questions about key details in a text. | Open Page |
| ELA.1.RL.2 | Retell stories, including key details, and demonstrate understanding of their central message or lesson. | Open Page |
| ELA.1.RL.3 | Describe characters, settings, and major events in a story, using key details. | Open Page |
| ELA.1.RL.4 | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. | Open Page |
| ELA.1.RL.5 | Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. | Open Page |
| ELA.1.RL.6 | Identify who is telling the story at various points in a text. | Open Page |
| ELA.1.RL.7 | Use illustrations and details in a story to describe its characters, setting, or events. | Open Page |
| ELA.1.RL.9 | Compare and contrast the adventures and experiences of characters in stories. | Open Page |
| ELA.1.RL.10 | Read and comprehend literature, including stories and poetry, independently and proficiently at grade level. | Open Page |
| ELA.1.RI.1 | Ask and answer questions about key details in a text. | Open Page |
| ELA.1.RI.2 | Identify the main topic and retell key details of a text. | Open Page |
| ELA.1.RI.3 | Describe the connection between two individuals, events, ideas, or pieces of information in a text. | Open Page |
| ELA.1.RI.4 | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. | Open Page |
| ELA.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. | Open Page |
| ELA.1.RI.6 | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. | Open Page |
| ELA.1.RI.7 | Use the illustrations and details in a text to describe its key ideas. | Open Page |
| ELA.1.RI.8 | Identify the reasons an author gives to support points in a text. | Open Page |
| ELA.1.RI.9 | Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). | Open Page |
| ELA.1.RI.10 | Read and comprehend informational texts, including history/social studies, science, and technical texts, independently and proficiently at grade level. | Open Page |
| ELA.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. | Open Page |
| ELA.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. | Open Page |
| ELA.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. | Open Page |
| ELA.1.W.4 | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. | Open Page |
| ELA.1.W.5 | With guidance and support from adults, develop and strengthen writing as needed by planning, revising, and editing. | Open Page |
| ELA.1.W.6 | With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers. | Open Page |
| ELA.1.W.7 | 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). | Open Page |
| ELA.1.W.8 | Recall information from experiences or gather information from provided sources to answer a question. | Open Page |
| ELA.1.W.10 | Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. | Open Page |
| ELA.1.SL.1 | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. | Open Page |
| ELA.1.SL.2 | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. | Open Page |
| ELA.1.SL.3 | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. | Open Page |
| ELA.1.SL.4 | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. | Open Page |
| ELA.1.SL.5 | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. | Open Page |
| ELA.1.SL.6 | Produce complete sentences when appropriate to task and situation. | Open Page |
| ELA.1.L.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | Open Page |
| ELA.1.L.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | Open Page |
| ELA.1.L.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. | Open Page |
| ELA.1.L.4 | 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. | Open Page |
| ELA.1.L.5 | Demonstrate understanding of word relationships and nuances in word meanings. | Open Page |
| ELA.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. | Open Page |
Mathematics (21)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| MATH.1.OA.A.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. | Open Page |
| MATH.1.OA.A.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, using objects, drawings, and equations. | Open Page |
| MATH.1.OA.B.3 | Apply properties of operations (commutative and associative properties of addition) as strategies to add and subtract. | Open Page |
| MATH.1.OA.B.4 | Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). | Open Page |
| MATH.1.OA.C.5 | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). | Open Page |
| MATH.1.OA.C.6 | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10; use strategies such as making ten, decomposing a number, and using the relationship between addition and subtraction. | Open Page |
| MATH.1.OA.D.7 | Understand the meaning of the equal sign; determine if equations involving addition and subtraction are true or false. | Open Page |
| MATH.1.OA.D.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. | Open Page |
| MATH.1.NBT.A.1 | Count to 120, starting at any number less than 120; read and write numerals and represent a number of objects with a written numeral. | Open Page |
| MATH.1.NBT.B.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones; understand 10 as a bundle of ten ones called a 'ten.' | Open Page |
| MATH.1.NBT.B.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. | Open Page |
| MATH.1.NBT.C.4 | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value. | Open Page |
| MATH.1.NBT.C.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. | Open Page |
| MATH.1.NBT.C.6 | Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 using concrete models or drawings and strategies based on place value. | Open Page |
| MATH.1.MD.A.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | Open Page |
| MATH.1.MD.A.2 | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end; understand that the length measurement is the number of same-size length units that span it. | Open Page |
| MATH.1.MD.B.3 | Tell and write time in hours and half-hours using analog and digital clocks. | Open Page |
| MATH.1.MD.C.4 | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than another. | Open Page |
| MATH.1.G.A.1 | Distinguish between defining attributes (e.g., triangles are closed and three-sided) vs. non-defining attributes; build and draw shapes possessing defining attributes. | Open Page |
| MATH.1.G.A.2 | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, rectangular prisms, cones, and cylinders) to create a new shape. | Open Page |
| MATH.1.G.A.3 | Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; describe the whole as two of, or four of, the shares. | Open Page |
Science (7)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| SCI.1.PS4.A | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. | Open Page |
| SCI.1.PS4.B | Determine the effect of placing objects made with different materials in the path of a beam of light (transparent, translucent, opaque). | Open Page |
| SCI.1.PS4.C | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. | Open Page |
| SCI.1.LS1.A | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. | Open Page |
| SCI.1.LS1.D | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. | Open Page |
| SCI.1.ESS1.A | Use observations of the sun, moon, and stars to describe patterns that can be predicted (e.g., the sun rises and sets daily; stars appear at night). | Open Page |
| SCI.1.ESS1.B | Make observations at different times of year to relate the amount of daylight to the time of year. | Open Page |
Social Studies (16)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| SS.1.E.1.A | Describe how people use resources to produce goods and services that meet the wants and needs of individuals and communities. | Open Page |
| SS.1.E.1.B | Explain why people must make choices about using limited resources (scarcity) and how those choices involve trade-offs. | Open Page |
| SS.1.GS.A | Use maps, globes, and other geographic tools to identify and locate places in the school, community, and broader world. | Open Page |
| SS.1.GS.B | Describe how the physical environment of a place affects how people meet their basic needs and organize their community. | Open Page |
| SS.1.GS.C | Describe how people in communities adapt to and change their environment in order to meet their needs. | Open Page |
| SS.1.H.1.A | Use a calendar to sequence and describe events, and place events in chronological order using days, weeks, months, and years. | Open Page |
| SS.1.H.1.B | Describe how the past is different from the present, and identify ways that life at school and in the community has changed over time. | Open Page |
| SS.1.H.1.C | Identify and describe contributions of historical figures who have influenced the community, state, and nation. | Open Page |
| SS.1.PC.A | Describe the rights and responsibilities of individuals in a group, classroom, school, or community setting. | Open Page |
| SS.1.PC.B | Identify the purpose of rules and laws and explain why they are important for communities and schools. | Open Page |
| SS.1.PC.C | Describe ways community members can work together to solve problems and make decisions for the common good. | Open Page |
| SS.1.TS.A | Develop and answer questions about topics related to the school, community, and broader world using social studies inquiry. | Open Page |
| SS.1.TS.B | Gather information from multiple sources, including books, photographs, and maps, to answer questions about community and history. | Open Page |
| SS.1.TS.C | Organize and use information from maps, photographs, timelines, and other sources to learn about places and people. | Open Page |
| SS.1.TS.D | Construct explanations about community and history topics using evidence gathered from sources. | Open Page |
| SS.1.TS.E | Communicate what has been learned about community topics through speaking, writing, and drawing. | Open Page |