Grade 1 ELA South Dakota Standards

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use common, proper, and possessive nouns.

Use singular and plural nouns and pronouns with matching verbs in basic sentences (e.g., Jane hops; We hop).

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

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 frequently occurring adjectives.

Use frequently occurring conjunctions.

Use determiners (e.g., articles - a, an, the; demonstratives - this, that, these, those).

Use frequently occurring positional prepositions (e.g., under, around, over, beside).

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize the first word in a sentence, the pronoun I, dates, and names of people.

Print all uppercase and lowercase letters correctly and fluently. Space letters, words, and sentences appropriately.

Use end punctuation for sentences.

Use commas in dates.

Use conventional spelling for words with common grade-appropriate spelling patterns.

Spell grade-appropriate high-frequency words.

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Begins in grade 2

Determine the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, using flexible strategies.

Use sentence-level context to determine the meaning of a word or phrase.

Use frequently occurring affixes to determine the meaning of a word.

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Demonstrate understanding of word relationships and subtle differences in word meanings with guidance and support.

Sort words into categories.

Categorize words by one or more key attributes.

Identify real-life connections between words and their use.

Distinguish differences among verbs and adjectives with similar meanings (e.g., look, peek, glance, stare, glare, scowl); by defining, choosing, or acting out the meanings.

Demonstrate grade-appropriate vocabulary use across reading, writing, speaking, and listening.

Demonstrate foundational understanding of print concepts and features of print.

Understand that sentences are constructed in a logical sequence.

Recognize key elements of a sentence, including the first word, capitalization, and ending punctuation.

Demonstrate awareness of:

Demonstrate proficiency of identifying, blending, and segmenting phonemes (sounds) in spoken words.

Isolate and identify individual phonemes in spoken words.

Recognize initial, final and medial phonemes in spoken words.

Identify common phonemes in different words (e.g., identifying the /s/ sound in "sun" and "sand").

Distinguish between similar phonemes (e.g., /p/ and /b/).

Categorize words based on shared phonemes (e.g., sorting words with the same initial sound).

Categorize words with different phonemes in specified positions (e.g., initial, medial, final).

Blend phonemes together to form words.

Segment spoken words into individual phonemes.

Segment multisyllabic words into syllables and phonemes.

Delete specified phonemes from words to create new words.

Add phonemes to words to create new words.

Substitute one phoneme in a word to create a new word.

Decode and encode using grade-level phonics and word analysis skills.

Differentiate between long and short vowel sounds in regularly spelled one-syllable words.

Recognize and apply the sound-letter correspondences for consonants, vowels, consonant digraphs and consonant blends in isolation.

Decode and encode one-syllable words with regular spelling patterns, including CVC, CCVC, CVCC, CVVC, CVCe in context.

Decode common vowel teams to represent long vowel sounds in words.

Read and understand words with inflectional endings in context and recognize how these endings change the meaning or tense of words.

Recognize that every syllable in a word must contain a vowel sound and use this knowledge to determine syllable count in printed words.

Decode two-syllable words by breaking them into syllables and applying phonics patterns in open and closed syllables.

Read and spell grade-appropriate high-frequency words.

Read with sufficient accuracy and fluency to support comprehension.

Read grade-appropriate text with purpose and understanding.

Read grade-appropriate text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, and expression) on consecutive readings.

Self-monitor reading for correct word recognition and understanding, rereading as necessary.

Ask and answer questions about key ideas and details in a text.

By the end of the year, read and comprehend a variety of informational text.

Read and comprehend grade-appropriate text with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literacy features, and knowledge demands).

Self-select texts for personal enjoyment, interest, and academic tasks with guidance and support.

Identify the main topic and retell key details of a text.

Compare individuals, events, ideas, or pieces of information in a text.

Investigate the meanings of words and phrases used in various contexts.

Recognize various text features and their relationship to each other or the whole.

Identify the purpose of and/or point of view in a text.

Use words or images to describe key ideas in print and digital texts.

Identify the details/evidence an author gives to support points in a text.

Compare and contrast two texts on similar topics to build knowledge.

Ask and answer questions about key ideas and details in a text.

By the end of the year, read and comprehend a variety of literary texts.

Read and comprehend grade-appropriate texts with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literary features, knowledge demands).

Self-select text for personal enjoyment, interest, and academic tasks prompting and support.

Retell stories, including key ideas and details, and demonstrate understanding of their central message or lesson.

Describe characters, settings, and major events in a story, using key ideas and details.

Identify words and phrases in stories, poems, songs, or other texts that have literal (e.g., explicit language) and non-literal meanings (e.g., figurative language) including but not limited to emotions (e.g., feelings or appealing to the senses).

Explain major differences between common text structures and genres.

Use words, illustrations, and details to identify the purpose of and/or point of view in a text.

Use words, illustrations, and details to describe characters, setting, or events in a story including print and digital texts.

Not applicable to literature

Describe what a theme is and identify common themes in stories (e.g., honesty, bravery).

Participate in collaborative conversations about grade 1 topics and texts with peers and adults in small and larger groups.

Follow agreed-upon norms for discussions.

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Ask questions to clear up any confusion and provide feedback to peers.

Ask and answer questions about key ideas and details from content presented orally or through other media.

Ask for clarification and seek information to gain understanding related to what a speaker says.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Create visual representations to clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task and situation.

Write opinion pieces that:

Introduce an opinion about a topic.

Supply reasons for the opinion.

Provide a concluding statement.

Write routinely to increase stamina in a range of tasks, purposes, and audiences with guidance and support.

Write informative/explanatory texts that:

Name a topic.

Include facts about the topic.

Provide a concluding statement.

Write narratives that:

Recount two or more appropriately sequenced events.

Include details regarding what happened.

Use words to signal event order.

Provide a concluding statement.

Create a plan for writing a piece that organizes an idea with a clear and coherent message with guidance and support.

Develop a piece of writing through revising, editing, and rewriting with peer and teacher guidance and support.

Use a variety of digital tools to write and publish, both individually and collaboratively, with guidance and support.

Participate in collaborative research and writing projects.

Use background knowledge and/or gathered information from multiple print and digital sources to write about a topic in one's own words with guidance and support.

Begins in grade 4

Language

Reading Foundational Skills

Reading Informational Text

Reading Literature

Speaking and Listening

Writing

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Print all uppercase (capital) and lowercase letters correctly and fluently. Space letters, words, and sentences appropriately.

Use common, proper, and possessive nouns.

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

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 frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use determiners (e.g., articles - a, an, the; demonstratives - this, that, these, those).

Use frequently occurring prepositions (e.g., during, beyond, toward).

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize the first word in a sentence, the pronoun I, dates, and names of people.

Use end punctuation for sentences.

Use commas in dates

Use conventional spelling for words with common spelling patterns. e. Spell grade-appropriate high-frequency words f. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Begins in grade 2

Choose a strategy to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level content.

Use sentence-level context as a clue to the meaning of a word or phrase.

Use frequently occurring affixes as a clue to the meaning of a word.

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

With guidance and support, demonstrate understanding of word relationships and subtle differences in word meanings.

Sort words into categories to gain a sense of the concepts the categories represent.

Define words by category and by one or more key attributes

Identify real-life connections between words and their use.

Distinguish r differences among verbs and adjectives with similar meanings (e.g., look, peek, glance, stare, glare, scowl); by defining, choosing, or acting out the meanings.

Use words and phrases, including frequently occurring conjunctions to convey ideas precisely.

Demonstrate understanding of the organization and basic features of print.

Recognize that sentences are made of words put together in a meaningful sequence. b. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Distinguish long from short vowel sounds in spoken single-syllable words.

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Know and apply grade-level phonics and word analysis skills in decoding words.

Know the spelling-sound correspondences for common consonant blends and digraphs.

Decode regularly spelled one-syllable words.

Know final -e and common vowel team conventions for representing long vowel sounds.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Decode two-syllable words following basic patterns by breaking the words into syllables.

Read words with inflectional endings.

Recognize and read grade-appropriate high frequency words.

Read with sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, and expression) on consecutive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Ask and answer questions about key details in a text.

By the end of the year, read and comprehend a variety of informational text.

Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literacy features, and knowledge demands).

With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Know and use various text features to locate key facts or information in a text.

Identify the difference between information provided by pictures or other illustrations and information provided by the words in a text.

Use the illustrations and details in a text to describe its key ideas.

Identify the details/evidence an author gives to support points in a text.

Compare and contrast two texts on the same topic.

Ask and answer questions about key details in a text.

By the end of the year, read and comprehend a variety of literary text.

Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literacy features, and knowledge demands).

With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks.

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Describe characters, settings, and major events in a story, using key details.

Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses.

Explain major differences between common types of texts.

Use illustrations and details to identify who is telling the story at various points in a text.

Use illustrations and details in a story to describe its characters, setting, or events.

Not applicable to literature

Compare and contrast the adventures and experiences of characters in stories.

Participate in collaborative conversations about grade level topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions.

Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

Ask questions to clear up any confusion about the topics and texts under discussion.

Ask and answer questions about key details in a text read aloud, 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.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Create drawings or other visual displays when appropriate to clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.)

Write opinion pieces that:

introduce an opinion about a topic or book they are writing about.

supply a reason for the opinion.

provide some sense of closure.

With guidance and support, write routinely to increase stamina.

Write informative/explanatory texts that:

name a topic.

supply some facts about the topic.

provide some sense of closure.

Write narratives (e.g., story, poetry) that:

recount two or more appropriately sequenced events.

include some details regarding what happened.

use words to signal event order.

provide some sense of closure.

Begins in grade 3

With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

With guidance and support use a variety of digital tools to produce and publish writing, both individually and collaboratively.

Participate in shared research and writing projects.

With guidance and support, use background knowledge and/or information gathered from sources to respond in writing to a question.

Begins in grade 4

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of word relationships and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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 tasks, purposes, and audiences.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, ad well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, propose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Craft and Structure

Research to Build and Present Knowledge

Presentation of Knowledge and Ideas

College and Career Readiness Anchor Standards for Speaking and Listening

Conventions of Standard English

Vocabulary Acquisition and Use

Conventions of Standard English

Writing

College and Career Readiness Anchor Standards for Writing

Key Ideas and Details

Key Ideas and Details

Speaking and Listening

Reading Standards for Informational Text

Key Ideas and Details

Text Types and Purposes

Language

Comprehension and Collaboration

Text Types and Purposes

Range of Reading and Level of Text Complexity

Knowledge of Language

Integration of Knowledge and Ideas

Research to Build and Present Knowledge

College and Career Readiness Anchor Standards for Language

Integration of Knowledge and Ideas

Vocabulary Acquisition and Use

College and Career Readiness Anchor Standards for Reading

Range of Reading and Level of Text Complexity

Reading Standards for Literature

Comprehension and Collaboration

Print Concepts

Range of Writing

Production and Distribution of Writing

Integration of Knowledge and Ideas

Presentation of Knowledge and Ideas

Fluency

Reading Standards: Foundational Skills K-5

Phonological Awareness

Range of Reading and Level of Text Complexity

Craft and Structure

Knowledge of Language

Phonics and Word Recognitions

Range of Writing

Production and Distribution of Writing

Craft and Structure