Common+Core+Standards

[|Common Core Standards K-12]

[|Suggested Reading List]

Introduction In grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes. (1) Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction. (2) Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes. (3) Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement. [1] (4) Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understandings of properties such as congruence and symmetry. The Standards for Mathematical Practice complement the content standards so that students increasingly engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle, and high school years. Overview · Represent and solve problems involving addition and subtraction. · Understand and apply properties of operations and the relationship between addition and subtraction. · Add and subtract within 20. · Work with addition and subtraction equations. · Extend the counting sequence. · Understand place value. · Use place value understanding and properties of operations to add and subtract. · Measure lengths indirectly and by iterating length units. · Tell and write time. · Represent and interpret data. · Work with money. · Reason with shapes and their attributes. || ** Standards for **   ** Mathematical Practice **  || 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for an express regularity in repeated reasoning. ||
 * =** Grade 1 Common Core Standards for Math **=
 * Operations and Algebraic Thinking **
 * Number and Operations in Base Ten **
 * Measurement and Data **
 * Geometry **
 * 1. Make sense of problems and persevere in solving them.

Content Standards **Operations and Algebraic Thinking 1.OA** 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, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 3. Apply properties of operations as strategies to add and subtract. [3] //Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.// //(Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)// 4. Understand subtraction as an unknown-addend problem. //For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.// 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. //For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.//  8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. //For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 =// //  – 3, 6 + 6 = ////  . // MA.9. Write and solve number sentences from problem situations that express relationships involving addition and subtraction within 20.
 * Represent and solve problems involving addition and subtraction. **
 * Understand and apply properties of operations and the relationship between addition and subtraction. **
 * Add and subtract within 20. **
 * Work with addition and subtraction equations. **

**Number and Operations in Base Ten 1.NBT** 1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones—called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
 * Extend the counting sequence. **
 * Understand place value. **

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, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 6. Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
 * Use place value understanding and properties of operations to add and subtract. **

1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. //Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.// 3. Tell and write time in hours and half-hours using analog and digital clocks. 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 in another. MA.5. Identify the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Find equivalent values (e.g., a nickel is equivalent to 5 pennies). Use appropriate notation (e.g., 69¢). Use the values of coins in the solutions of problems.
 * Measurement and Data 1.MD **
 * Measure lengths indirectly and by iterating length units. **
 * Tell and write time. **
 * Represent and interpret data. **
 * Work with money. **

**Geometry** **1.G** 1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes that possess defining attributes. 2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. [4] 3. Partition circles and rectangles into two and four equal shares, describe the shares using the words //halves//, //fourths//, and //quarters//, and use the phrases //half of//, //fourth of//, and //quarter of//. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
 * Reason with shapes and their attributes. **

[1] Students should apply the principle of transitivity of measurement to make indirect comparisons, but they need not use this technical term. [2] See Glossary, Table 1. [3] Students need not use formal terms for these properties. [4] Students do not need to learn formal names such as “right rectangular prism.”

=Grade 1 Common Core Standards for ELA= Reading Standards for Informational Text Pre-K–5 [RI]
 * **Grade 1 students:** ||  **Grade 2 students:**  ||  **Grade 3 students:**  ||
 * //Key Ideas and Details// ||
 * ** 1. ** Ask and answer questions about key details in a text. || ** 1. ** Ask and answer such questions as //who//, //what//, //where//, //when//, //why//, and //how// to demonstrate understanding of key details in a text. || ** 1. ** Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ||
 * ** 2. ** Retell stories, including key details, and demonstrate understanding of their central message or lesson. || ** 2. ** Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. || ** 2. ** Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ||
 * ** 3. ** Describe characters, settings, and major events in a story, using key details. || ** 3. ** Describe how characters in a story respond to major events and challenges. || ** 3. ** Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ||
 * //Craft and Structure// ||
 * 4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. || ** 4. ** Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. || ** 4. ** Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. ||
 * ** 5. ** Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. || ** 5. ** Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. || ** 5. ** Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as //chapter//, //scene//, and //stanza//; describe how each successive part builds on earlier sections. ||
 * ** 6. ** Identify who is telling the story at various points in a text. || ** 6. ** Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. || ** 6. ** Distinguish their own point of view from that of the narrator or those of the characters. ||
 * //Integration of Knowledge and Ideas// ||
 * ** 7. ** Use illustrations and details in a story to describe its characters, setting, or events. || ** 7. ** Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. || ** 7. ** Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). ||
 * ** 8. ** (Not applicable to literature) || ** 8. ** (Not applicable to literature) || ** 8. ** (Not applicable to literature) ||
 * **MA.8.A.** Identify characteristics commonly shared by folktales and fairy tales. || **MA.8.A.** Identify dialogue as words spoken by characters (usually enclosed in quotation marks) and explain what dialogue adds to a particular story or poem. || **MA.8.A.** Identify elements of fiction (e.g., characters, setting, plot, problem, solution) and elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia). ||
 * ** 9. ** Compare and contrast the adventures and experiences of characters in stories. || ** 9. ** Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. || ** 9. ** Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ||
 * //Range of Reading and Level of Text Complexity// ||
 * ** 10. ** With prompting and support, read prose and poetry of appropriate complexity for grade 1. || ** 10. ** By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. || ** 10. ** By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. ||
 * //Range of Reading and Level of Text Complexity// ||
 * ** 10. ** With prompting and support, read prose and poetry of appropriate complexity for grade 1. || ** 10. ** By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. || ** 10. ** By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. ||
 * **Grade 1 students:** ||  **Grade 2 students:**  ||  **Grade 3 students:**  ||
 * //Key Ideas and Details// ||
 * ** 1. ** Ask and answer questions about key details in a text. || ** 1. ** Ask and answer such questions as //who//, //what//, //where//, //when//, //why//, and //how// to demonstrate understanding of key details in a text. || ** 1. ** Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ||
 * ** 2. ** Identify the main topic and retell key details of a text. || ** 2. ** Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. || ** 2. ** Determine the main idea of a text; recount the key details and explain how they support the main idea. ||
 * ** 3. ** Describe the connection between two individuals, events, ideas, or pieces of information in a text. || ** 3. ** Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. || ** 3. ** Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ||
 * //Craft and Structure// ||
 * ** 4. ** Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. || ** 4. ** Determine the meaning of words and phrases in a text relevant to a //grade 2 topic or subject// // area // . || ** 4. ** Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 3 topic or subject area//. ||
 * ** 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. || ** 5. ** Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. || ** 5. ** Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. ||
 * ** 6. ** Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. || ** 6. ** Identify the main purpose of a text, including what the author wants to answer, explain, or describe. || ** 6. ** Distinguish their own point of view from that of the author of a text. ||
 * //Integration of Knowledge and Ideas// ||
 * ** 7. ** Use the illustrations and details in a text to describe its key ideas. || ** 7. ** Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. || ** 7. ** Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ||
 * ** 8. ** Identify the reasons an author gives to support points in a text. || ** 8. ** Describe how reasons support specific points the author makes in a text. || ** 8. ** Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). ||
 * ** 9. ** Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). || ** 9. ** Compare and contrast the most important points presented by two texts on the same topic. || ** 9. ** Compare and contrast the most important points and key details presented in two texts on the same topic. ||
 * //Range of Reading and Level of Text Complexity// ||
 * ** 10. ** With prompting and support, read informational texts appropriately complex for grade 1. || ** 10. ** By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. || ** 10. ** By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently . ||

Reading Standards: Foundational Skills Pre-K–5 [RF] These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention. MA.1.a. Handle books respectfully and appropriately, holding them right-side-up and turning pages one at a time from front to back. b. (Begins in kindergarten or when the individual child is ready) c. (Begins in kindergarten or when the individual child is ready) MA.1.d. Recognize and name some uppercase letters of the alphabet and the lowercase letters in one’s own name. || ** 1. ** Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. || ** 1. ** 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). || MA.2.a. With guidance and support, recognize and produce rhyming words (e.g., identify words that rhyme with ///cat/// such as ///bat/// and ///sat///). MA.2.b. With guidance and support, segment words in a simple sentence by clapping and naming the number of words in the sentence. MA.2.c. Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound. d. (Begins in kindergarten or when the individual child is ready) e. (Begins in kindergarten or when the individual child is ready) || ** 2. ** Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. || ** 2. ** Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ||
 * //Note: In pre-kindergarten and kindergarten,//** **//children are expected to demonstrate increasing awareness and competence in the areas that follow.//**
 * **Pre-Kindergartners**  **(older 4-year-olds to younger 5-year-olds):**  ||  **Kindergartners:**  ||  **Grade 1 students:**  ||
 * //Print Concepts// ||
 * **MA.1.** With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet.
 * //Phonological Awareness// ||
 * **MA.2.** With guidance and support, demonstrate understanding of spoken words, syllables, and sounds (phonemes).

*Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.

Reading Standards: Foundational Skills Pre-K–5 [RF] MA.3.a. Link an initial sound to a picture of an object that begins with that sound and, with guidance and support, to the corresponding printed letter (e.g., link the initial sound ///b/// to a picture of a ball and, with support, to a printed or written ”B”). b. (Begins in kindergarten or when the individual child is ready) MA.3.c. Recognize one’s own name and familiar common signs and labels (e.g., STOP). d. (Begins in kindergarten or when the individual child is ready) || ** 3. ** Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., //the//, //of//, //to//, //you//, //she//, //my//, //is//, //are//, //do//, //does//). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. || ** 3. ** Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final //-e// and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. || a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. || Writing Standards Pre-K–5 [W] a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., //because//, //therefore//, //since//, //for example//) to connect opinion and reasons. d. Provide a concluding statement or section. || a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., //also//, //another//, //and//, //more//, //but//) to connect ideas within categories of information. d. Provide a concluding statement or section. || a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. ||
 * //Note: In pre-kindergarten and kindergarten,//** **//children are expected to demonstrate increasing awareness and competence in the areas that follow.//**
 * **Pre-Kindergartners**  **(older 4-year-olds to younger 5-year-olds):**  ||  **Kindergartners:**  ||  **Grade 1 students:**  ||
 * //Phonics and Word Recognition// ||
 * **MA.3.** Demonstrate beginning understanding of phonics and word analysis skills.
 * //Fluency// ||
 * ** 4. ** (Begins in kindergarten or when the individual child is ready) || ** 4. ** Read emergent-reader texts with purpose and understanding. || ** 4. ** Read with sufficient accuracy and fluency to support comprehension.
 * **Grade 1 students:** ||  **Grade 2 students:**  ||  **Grade 3 students:**  ||
 * //Text Types and Purposes// ||
 * ** 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. || ** 1. ** Write opinion pieces in which they i ntroduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., //because//, //and//, //also//) to connect opinion and reasons, and provide a concluding statement or section. || ** 1. ** Write opinion pieces on topics or texts, supporting a point of view with reasons.
 * ** 2. ** Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. || ** 2. ** Write informative/explanatory texts in which they introduce a topic, u se facts and definitions to develop points, and provide a concluding statement or section. || ** 2. ** Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * ** 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. || ** 3. ** Write narratives in which they r ecount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. || ** 3. ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * ** MA.3.A. ** Write poems with rhyme and repetition. || ** MA.3.A. ** Writestories or poems with dialogue. || ** MA.3.A. ** Write poems, descriptions, and stories in which figurative language and the sounds of words (e.g., alliteration, onomatopoeia, rhyme) are key elements. ||

Writing Standards Pre-K–5 [W]


 * **Grade 1 students:** ||  **Grade 2 students:**  ||  **Grade 3 students:**  ||
 * //Production and Distribution of Writing// ||
 * ** 4. ** (Begins in grade 3) || ** 4. ** (Begins in grade 3) || ** 4. ** With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ||
 * ** 5. ** 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. || ** 5. ** With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. || ** 5. ** With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 36–37.) ||
 * ** 6. ** With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. || ** 6. ** With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. || ** 6. ** With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. ||
 * //Research to Build and Present Knowledge// ||
 * ** 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). || ** 7. ** Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). || ** 7. ** Conduct short research projects that build knowledge about a topic. ||
 * ** 8. ** With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. || ** 8. ** Recall information from experiences or gather information from provided sources to answer a question. || ** 8. ** Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ||
 * ** 9. ** (Begins in grade 4) || ** 9. ** (Begins in grade 4) || ** 9. ** (Begins in grade 4) ||
 * //Range of Writing// ||
 * ** 10. ** (Begins in grade 3) || ** 10. ** (Begins in grade 3) || ** 10. ** Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ||

Speaking and Listening Standards Pre-K–5 [SL]

a. 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). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. || ** 1. ** Participate in collaborative conversations with diverse partners about //grade 2 topics and texts// with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. || ** 1. ** Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 3 topics// //and texts//, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * **Grade 1 students:** ||  **Grade 2 students:**  ||  **Grade 3 students:**  ||
 * //Comprehension and Collaboration// ||
 * ** 1. ** Participate in collaborative conversations with diverse partners about //grade 1 topics and texts// with peers and adults in small and larger groups.
 * 1) b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
 * 2) c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
 * 3) d. Explain their own ideas and understanding in light of the discussion. ||
 * ** 2. ** Ask and answer questions about key details in a text read aloud or information presented orally or through other media. || ** 2. ** Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. || ** 2. ** Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ||
 * ** 3. ** Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. || ** 3. ** Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. || ** 3. ** Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ||
 * //Presentation of Knowledge and Ideas// ||
 * ** 4. ** Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. || ** 4. ** Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. || ** 4. ** Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ||
 * ** 5. ** Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. || ** 5. ** Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. || ** 5. ** Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. ||
 * ** 6. ** Produce complete sentences when appropriate to task and situation . (See grade 1 Language standard 1 on page 36 for specific expectations.) || ** 6. ** Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 36–37 for specific expectations.) || ** 6. ** Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 36–37 for specific expectations.) ||

Language Standards Pre-K–5 [L]

a. Print all upper- and lowercase letters. a. Use collective nouns (e.g., //group//). b. Form and use frequently occurring irregular plural nouns (e.g., //feet//, //children//, //teeth//, //mice//, //fish//). c. Use reflexive pronouns (e.g., //myself//, //ourselves//). d. Form and use the past tense of frequently occurring irregular verbs (e.g., //sat//, //hid//, //told//). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., //The boy watched the movie//; //The little boy watched the movie//; //The action movie was watched by the little boy//). MA.1.g. Read, pronounce, write, and understand the meaning of common abbreviations for titles, locations, and time periods (e.g., Dr., Ms., Mrs., St., Rd., Ave., MA, U.S., months, days of the week, a.m., p.m.) || ** 1. ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., //childhood//). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., //I walked//; //I walk//; //I will walk//) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. || a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. || ** 2. ** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., //cage → badge//; //boy → boil//). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. || ** 2. ** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., //sitting//, //smiled//, //cries//, //happiness//). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. ||
 * **Grade 1 students:** ||  **Grade 2 students:**  ||  **Grade 3 students:**  ||
 * //Conventions of Standard English// ||
 * ** 1. ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * 1) b. Use common, proper, and possessive nouns.
 * 2) c. Use singular and plural nouns with matching verbs in basic sentences (e.g., //He hops//; //We hop//).
 * 3) d. Use personal, possessive, and indefinite pronouns (e.g., //I//, //me//, //my//; //they//, //them//, //their//; //anyone//, //everything//).
 * 4) e. 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//).
 * 5) f. Use frequently occurring adjectives.
 * 6) g. Use frequently occurring conjunctions (e.g., //and//, //but//, //or//, //so//, //because//).
 * 7) h. Use determiners (e.g., articles, demonstratives).
 * 8) i. Use frequently occurring prepositions (e.g., //during//, //beyond//, //toward//).
 * 9) j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. || ** 1. ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * ** 2. ** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

* These skills and understandings are particularly likely to require continued attention in higher grades. See the table on page 41//.//

a. Compare formal and informal uses of English. || ** 3. ** Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written English. || a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., //look//) and their inflectional forms (e.g., //looks, looked, looking//). || ** 4. ** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 2 reading and content//, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., //happy/////unhappy//, //tell/////retell//). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., //addition//, //additional//). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., //birdhouse//, //lighthouse//, //housefly//; //bookshelf//, //notebook//, //bookmark//). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. || ** 4. ** Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on //grade 3 reading and content//, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., //agreeable/////disagreeable//, //comfortable/////uncomfortable//, //care/////careless//, //heat/////preheat//). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., //company//, //companion//). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. || a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. 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). c, Identify real-life connections between words and their use (e.g., note places at home that are //cozy//). 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 or by acting out the meanings. || ** 5. ** Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are //spicy// or //juicy//). b. Distinguish shades of meaning among closely related verbs (e.g., //toss//, //throw//, //hurl//) and closely related adjectives (e.g., //thin//, //slender//, //skinny,// //scrawny//). || ** 5. ** Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., //take steps//). b. Identify real-life connections between words and their use (e.g., describe people who are //friendly// or //helpful//). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., //knew//, //believed//, //suspected//, //heard//, //wondered//). ||
 * **Grade 1 students:** ||  **Grade 2 students:**  ||  **Grade 3 students:**  ||
 * //Knowledge of Language// ||
 * ** 3. ** (Begins in grade 2) || 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * //Vocabulary Acquisition and Use// ||
 * ** 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.
 * ** 5. ** With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.


 * ** 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//). || ** 6. ** Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., //When other kids are happy that makes me happy//). || ** 6. ** Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., //After dinner that night we went looking for them//). ||