Professional Documents
Culture Documents
Standard
SubStandard
Standard code
ACT Standard
01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01
RL RL RL RL RL RL RL RL RL RL RL RL RL RL RL RI RI RI RI 01 02 03 04 05 06 07 08 08 09 10 a
01-RL.. 01-RL.01. 01-RL.02. 01-RL.03. 01-RL.. 01-RL.04. 01-RL.05. 01-RL.06. 01-RL. . 01-RL.07. 01-RL.08. 01-RL.08.a 01-RL.09. 01-RL. . 01-RL.10. 01-RI. . 01-RI.01. 01-RI.02. 01-RI.03.
Range of Reading and Level of Text poetry, Complexity With prompting and support, read prose, and religious text of appropriate complexity for grade 1. Key Ideas and Details
Ask and answer questions about key details in a text. 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.
01 02 03
CCSS Standard
ITBS standard
Grade
01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01
RI RI RI RI RI RI RI RI RF RF RF RF RF RF RF RF RF RF RF RF RF 04 05 06 07 08 09 10
01-RI. . 01-RI.04. 01-RI.05. 01-RI.06. 01-. . 01-RI.07. 01-RI.08. 01-RI.09. -. . 01-RI.10. -. . 01-RF.01. a 01-RF.01.a 01-RF. . 01-RF.02. 01-RF.02.a 01-RF.02.b 01-RF.02.c 01-RF.02.d 01-RF. . 01-RF.03. a b 01-RF.03.a 01-RF.03.b
Print Concepts 01 01 02 02 02 02 02 03 03 03
Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Phonological Awareness
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).
a b c d
01 01 01 01 01 01 01 01 01 01 01
RF RF RF RF RF RF RF RF RF RF W
03 03 03 03 03 04 04 04 04
c d e f g
01-RF.03.c 01-RF.03.d 01-RF.03.e 01-RF.03.f 01-RF.03.g 01-RF. . 01-RF.04. 01-RF.04.a 01-RF.04.b 01-RF.04.c -. . 01-W. .
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 irregularly spelled words.
Fluency
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 expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
a b c
01 01
W W
01 02
01-W.01. 01-W.02.
01 01 01 01 01 01 01
W W W W W W W
03 03 04 05 06
01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01
W W W W SL SL SL SL SL SL SL SL SL SL SL L L L
07 08 09 10
01-W.07. 01-W.08. 01-W.09. 01-W.10. -. . 01-SL. . 01-SL.01. a b c 01-SL.01.a 01-SL.01.b 01-SL.01.c 01-SL.02. 01-SL.03. 01-SL. . 01-SL.04. 01-SL.05. 01-SL.06. -. . 01-L. . a 01-L.01. 01-L.01.a
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, recall information from experiences or gather information from provided sources to answer a question. Begins in Grade 4. Begins in Grade 3.
01 01 01 01 02 03 04 05 06
01 01
01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01
L L L L L L L L L L L L L L L L L L L L L L L
01 01 01 01 01 01 01 01 01 02 02 02 02 02 02 03
b c d e f g h i j a b c d e
01-L.01.b 01-L.01.c 01-L.01.d 01-L.01.e 01-L.01.f 01-L.01.g 01-L.01.h 01-L.01.i 01-L.01.j 01-L.02. 01-L.02.a 01-L.02.b 01-L.02.c 01-L.02.d 01-L.02.e 01-L. . 01-L.03. 01-L. . 01-L.04. 01-L.04.a 01-L.04.b 01-L.04.c 01-L.05.
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, demonstratives). 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 dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
04 04 04 04 05
a b c
01 01 01
L L L
05 05 05
a b c
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 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). Identify real-life connections between words and their use (e.g., note places at home that are cozy ). 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. 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 ).
01 01
L L
05 06
01-L.05.d 01-L.06. -. . -. . -. . -. . -. . -. . -. . -. . -. . -. . -. . -. . -. .
Grade PK K 01 02 03 04 05 06 07 08 HS
Anchor Standard s
Standard = reading Reading Standards for Literature Reading Standards for Informational Text Writing Standards Speaking and Listening Standards Language Standards 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15
Substandard a b c d e f g h i j k l m n o
RL RI W SL L