Maryland College and Career-Ready Standards 1st Grade ELA Activities
Printable First Grade English Language Arts Worksheets and Study Guides.
AlphabetizingFreeWhat is Alphabetizing? You alphabetize when you put words in order by using the alphabet. Words that begin with ‘a’ come first. Words that begin with ‘z’ must be last when you are alphabetizing. Read more...iWorksheets: 34Study Guides: 1 Capitalizing IWhat does Capitalizing ‘I’ Mean? I is a special pronoun that takes the place of your own name. Your own name always begins with a capital, so when you are talking about yourself you use capital I. But you do not need a capital m when you call
yourself me. Read more...iWorksheets: 3Study Guides: 1 Compound WordsWhat is a Compound Word? A Compound Word is a word that is composed of two or more separate words. Examples: sea + shell = seashell, basket + ball = basketball. Read more...iWorksheets: 4Study Guides: 1 ContractionsWhat is a Contraction? A contraction is really two words squeezed together to make a new word. Some of the letters from one or both of the words go away and a special
mark called an apostrophe goes in their place. Read more...iWorksheets: 5Study Guides: 1 Real or FantasyWhat is real and what is fantasy? When you read or write, you hear or tell about real things. But sometimes you read or write about things that can not really happen. This is what we call fantasy. Read more...iWorksheets: 3Study Guides: 1 Rhyming WordsRhyming words have the same vowel sound and the same ending sounds. Examples: hat - bat - cat. Read more...iWorksheets: 4Study Guides: 1 Complete SentencesA complete sentence is a group of words in speaking order. The words tell a complete idea. They tell the whole idea. A complete sentence tells who or what the idea is about. It also tells what happens. Read more...iWorksheets: 5Study Guides: 1 Logical OrderWhat are Three-Step Directions? Three-step directions are actions you take to do a job. You follow them in three steps to do the job well. Read more...iWorksheets: 3Study Guides: 1 MD.RL. Standards for Reading Literature (RL)
Key Ideas and Details
RL1.CCR. Anchor Standard: 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.
1.RL1. Ask and answer questions about key details in a text.
1.RL1.1. Apply appropriate strategies before reading, viewing, or listening to a text: use prior knowledge and experiences to make connections to the text; make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic; set a purpose for reading and identify type of text.
Literary GenresLiterary genre is the grownup way of saying different kinds of writing. The word genre is pronounced zhan rah. Read more...iWorksheets :3Study Guides :1 PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 1.RL1.2. Apply appropriate strategies to monitor understanding during reading, viewing, or listening to a text: recall and discuss what is understood; identify and question what did not make sense; reread difficult parts and use own words to restate; make, confirm, or adjust predictions.
Story RetellRetell means "tell it again." When you hear or read a story, you try to remember the important parts. Read more...iWorksheets :3Study Guides :1 PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 1.RL1.3. Demonstrate understanding after reading, viewing, or listening to a text: retell and discuss the text; engage in conversation to understand the text; determine the main idea of a text.
Story RetellRetell means "tell it again." When you hear or read a story, you try to remember the important parts. Read more...iWorksheets :3Study Guides :1 Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 1.RL1.7. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.1.1)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 RL2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
1.RL2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
1.RL2.2. Identify the elements of a story (e.g., characters, setting, problem, and solution).
SettingsWhat are Settings? Settings are places.
<br>Schools, homes, a zoo, a street, a town or city are all settings.
<br>Try this!
Find a setting:
a] girl
b] horse
c] house
d] mouse Read more...iWorksheets :3Study Guides :1 Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 1.RL2.4. Analyze key details to determine the central message or lesson in literary text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 1.RL2.5. Retell story events in a logical sequence.
Story RetellRetell means "tell it again." When you hear or read a story, you try to remember the important parts. Read more...iWorksheets :3Study Guides :1 Beginning, Middle, and EndWhy Do We Need to Learn about Beginning, Middle and End? When you read a good story, you enjoy it if it was written well. To write well, you should follow the rules of beginning, middle, and end to make it a good story. The writing process helps you have a good beginning, middle, and end. Read more...iWorksheets :3Study Guides :1 1.RL2.6. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS SL.1.4)
SettingsWhat are Settings? Settings are places.
<br>Schools, homes, a zoo, a street, a town or city are all settings.
<br>Try this!
Find a setting:
a] girl
b] horse
c] house
d] mouse Read more...iWorksheets :3Study Guides :1 Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 RL3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
1.RL3. Describe characters, settings, and major events in a story, using key details.
1.RL3.1. Identify the elements in a story, including characters and the setting.
SettingsWhat are Settings? Settings are places.
<br>Schools, homes, a zoo, a street, a town or city are all settings.
<br>Try this!
Find a setting:
a] girl
b] horse
c] house
d] mouse Read more...iWorksheets :3Study Guides :1 Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 1.RL3.3. Retell the events in a story in a logical sequence.
Story RetellRetell means "tell it again." When you hear or read a story, you try to remember the important parts. Read more...iWorksheets :3Study Guides :1 Beginning, Middle, and EndWhy Do We Need to Learn about Beginning, Middle and End? When you read a good story, you enjoy it if it was written well. To write well, you should follow the rules of beginning, middle, and end to make it a good story. The writing process helps you have a good beginning, middle, and end. Read more...iWorksheets :3Study Guides :1 1.RL3.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS SL.1.4)
SettingsWhat are Settings? Settings are places.
<br>Schools, homes, a zoo, a street, a town or city are all settings.
<br>Try this!
Find a setting:
a] girl
b] horse
c] house
d] mouse Read more...iWorksheets :3Study Guides :1 Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 1.RL3.5. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.1.1)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Craft and Structure
RL4.CCR. Anchor Standard: 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.
1.RL4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1.RL4.1. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS L.1.L4a)
Context CluesWhat are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1 1.RL4.3. Identify real-life connections between words and their use (e.g., note places at home that are cozy). (CCSS L.1.5c)
Challenge WordsWhat are some of the most difficult words a second grader must learn to spell? Here are some words you should know how to spell and some hints to help you remember. Read more...iWorksheets :3Study Guides :1 RL5.CCR. Anchor Standard: 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.
1.RL5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
1.RL5.3. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.1.1)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Integration of Knowledge and Ideas
RL7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
1.RL7. Use illustrations and details in a story to describe its characters, setting, or events.
1.RL7.2. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (See CCSS SL.1.4).
SettingsWhat are Settings? Settings are places.
<br>Schools, homes, a zoo, a street, a town or city are all settings.
<br>Try this!
Find a setting:
a] girl
b] horse
c] house
d] mouse Read more...iWorksheets :3Study Guides :1 Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 1.RL7.4. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.1.1)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 RL9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
1.RL9. Compare and contrast the adventures and experiences of characters in stories.
1.RL9.1. Identify characters and events in stories.
Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 1.RL9.2. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (See CCSS SL.1.4).
SettingsWhat are Settings? Settings are places.
<br>Schools, homes, a zoo, a street, a town or city are all settings.
<br>Try this!
Find a setting:
a] girl
b] horse
c] house
d] mouse Read more...iWorksheets :3Study Guides :1 Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 1.RL9.4. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS L.1.1)
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 MD.RI. Standards for Reading Informational Text (RI)
Key Ideas and Details
RI1.CCR. Anchor Standard: 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.
1.RI1. Ask and answer questions about key details in a text.
1.RI1.1. Apply appropriate strategies before reading, viewing, or listening to increasingly complex informational text (a wide variety including expository and narrative structures and types e.g. trade books, magazines, multimedia resources, functional texts such as recipes and labels related to personal interests and reflecting a wide variety of cultures): access prior knowledge and experiences; examine the title, cover, illustrations/photographs/text; make predictions or ask questions; set a purpose for reading and identify type of text.
PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 Finding InformationHow do Charts and Illustrations Help You? Charts and illustrations are special tools to help you find information easily. They are arranged in a way that puts all the information together so that it is clear and easy to read. Read more...iWorksheets :3Study Guides :1 Main IdeaWhat is a Main Idea in a Visual Message? Pictures and actions send messages without words. Here are some you should know. Read more...iWorksheets :3Study Guides :1 1.RI1.3. Demonstrate understanding orally or in writing after reading, viewing, or listening to a text: engage in conversations to retell details in the text (See CCSS SL.1.1); describe what is directly stated in the text; confirm predictions using details from the text; identify what did not make sense; make connections.
PredictionsA prediction is what you think will happen next. You do not just guess. You use clues in the picture to decide what will happen next. Read more...iWorksheets :6Study Guides :1 Predicting EndingsWhat Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1 RI2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
1.RI2. Identify the main topic and retell key details of a text.
1.RI2.2. Connect the key details to determine the main topic of a text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 1.RI2.3. Retell the main topic and key details.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 1.RI2.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS 1 SL4)
Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 RI3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
1.RI3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
1.RI3.1. Retell two events, ideas, or pieces of information, or identify two individuals in a text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 1.RI3.3. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS 1 SL4)
Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 Craft and Structure
RI6.CCR. Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
1.RI6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
1.RI6.1. Describe the pictures and other illustrations in a text and explain how they contribute to the meaning.
Finding InformationHow do Charts and Illustrations Help You? Charts and illustrations are special tools to help you find information easily. They are arranged in a way that puts all the information together so that it is clear and easy to read. Read more...iWorksheets :3Study Guides :1 Main IdeaWhat is a Main Idea in a Visual Message? Pictures and actions send messages without words. Here are some you should know. Read more...iWorksheets :3Study Guides :1 1.RI6.4. Compare and contrast information provided by pictures or other illustrations and the words in a text.
Finding InformationHow do Charts and Illustrations Help You? Charts and illustrations are special tools to help you find information easily. They are arranged in a way that puts all the information together so that it is clear and easy to read. Read more...iWorksheets :3Study Guides :1 Main IdeaWhat is a Main Idea in a Visual Message? Pictures and actions send messages without words. Here are some you should know. Read more...iWorksheets :3Study Guides :1 Integration of Knowledge and Ideas
RI7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
1.RI7. Use the illustrations and details in a text to describe its key ideas.
1.RI7.1. Identify the relationship between text and illustrations; explain how they support each other.
Finding InformationHow do Charts and Illustrations Help You? Charts and illustrations are special tools to help you find information easily. They are arranged in a way that puts all the information together so that it is clear and easy to read. Read more...iWorksheets :3Study Guides :1 Main IdeaWhat is a Main Idea in a Visual Message? Pictures and actions send messages without words. Here are some you should know. Read more...iWorksheets :3Study Guides :1 1.RI7.3. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS SL.1.4)
Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 RI8.CCR. Anchor Standard: 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.
1.RI8. Identify the reasons an author gives to support points in a text.
1.RI8.2. Distinguish between key ideas and supporting details in a text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 RI9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
1.RI9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
1.RI9.2. Identify the topic of a text.
Main IdeaA main idea is the most important part of a sentence or story. It tells you what it's all about. When you write or read, you keep the main idea in mind. Read more...iWorksheets :3Study Guides :1 Range of Reading and Level of Text Complexity
RI10.CCR. Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
1.RI10. With prompting and support, read informational texts appropriately complex for grade 1.
1.RI10.1. With prompting and support, read a variety of self-selected and assigned informational texts representing diverse cultures, perspectives, ethnicities, and time periods.
Literary GenresLiterary genre is the grownup way of saying different kinds of writing. The word genre is pronounced zhan rah. Read more...iWorksheets :3Study Guides :1 MD.RF. Standards for Reading Foundational Skills (RF)
Phonological Awareness
1.RF2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1.RF2.a. Distinguish long from short vowels in single-syllable words.
1.RF2.a.1. Demonstrate auditory discrimination skills.
Long/Short VowelsWhat is meant by long or short vowels? Long vowels are the vowels that say their own names. Short vowel sounds do not say their names. Here’s a rule to help you know when to make a short vowel sound: A vowel is usually short if it comes at the beginning of a word or between two consonants and is the only vowel in the word or syllable. A vowel is usually long if two vowels are in the word or syllable. The first vowel is long and the second is silent. Remember when two vowels go
walking, the first one does the talking. Read more...iWorksheets :4Study Guides :1 Short Vowel SoundWhat is a Short Vowel? The vowels are the letters, a, e, i, o, u, and sometimes y. Vowels make special sounds in words. They make a sound we call short. Look at these
words. They all have the short vowel sound. Read more...iWorksheets :3Study Guides :1 1.RF2.a.2. Identify and produce short vowel sounds.
Long/Short VowelsWhat is meant by long or short vowels? Long vowels are the vowels that say their own names. Short vowel sounds do not say their names. Here’s a rule to help you know when to make a short vowel sound: A vowel is usually short if it comes at the beginning of a word or between two consonants and is the only vowel in the word or syllable. A vowel is usually long if two vowels are in the word or syllable. The first vowel is long and the second is silent. Remember when two vowels go
walking, the first one does the talking. Read more...iWorksheets :4Study Guides :1 Short Vowel SoundWhat is a Short Vowel? The vowels are the letters, a, e, i, o, u, and sometimes y. Vowels make special sounds in words. They make a sound we call short. Look at these
words. They all have the short vowel sound. Read more...iWorksheets :3Study Guides :1 1.RF2.a.3. Identify and produce long vowel sounds.
Long/Short VowelsWhat is meant by long or short vowels? Long vowels are the vowels that say their own names. Short vowel sounds do not say their names. Here’s a rule to help you know when to make a short vowel sound: A vowel is usually short if it comes at the beginning of a word or between two consonants and is the only vowel in the word or syllable. A vowel is usually long if two vowels are in the word or syllable. The first vowel is long and the second is silent. Remember when two vowels go
walking, the first one does the talking. Read more...iWorksheets :4Study Guides :1 1.RF2.b. Orally produce single-syllable words by blending sounds (phonemes).
1.RF2.b.1. Orally segment and count the syllables heard in given words.
SyllablesFreeWhat are Syllables? Syllables are parts of words. Each part of a word has one vowel sound in it. Be careful! You may see more than one vowel letter, but still hear only one vowel sound. Read more...iWorksheets :7Study Guides :1 1.RF2.b.2. Identify initial, medial, and final sounds (phonemes) in single-syllable spoken words.
Ending SoundsFreeWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :7Study Guides :1 1.RF2.b.3. Compare and identify the sounds (phonemes) in single-syllable spoken words using initial, medial, and final sounds.
Ending SoundsFreeWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :7Study Guides :1 1.RF2.b.4. Identify onsets and rimes of single-syllable spoken words.
Word FamiliesWhat is a Word Family? A word family is a group of words (or syllables) that all have the same vowel and ending sound. Read more...iWorksheets :3Study Guides :1 1.RF2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
1.RF2.c.1. Identify the sounds (phonemes) heard in single-syllable spoken words.
Ending SoundsFreeWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :7Study Guides :1 1.RF2.c.2. Produce the sounds (phonemes) heard in single-syllable spoken words.
Ending SoundsFreeWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :7Study Guides :1 1.RF2.c.3. Orally add or delete a sound (phoneme) at the beginning or end of single-syllable words to make new words.
Ending SoundsFreeWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :7Study Guides :1 1.RF2.c.4. Orally substitute initial, medial, and final sounds in single-syllable words to make new words.
Ending SoundsFreeWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :7Study Guides :1 1.RF2.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
1.RF2.d.1. Identify the number of sounds (phonemes) heard in spoken single-syllable words.
Ending SoundsFreeWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :7Study Guides :1 1.RF2.d.2. Produce the sounds (phonemes) heard in single-syllable words.
Ending SoundsFreeWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :7Study Guides :1 1.RF2.d.3. Orally add or delete a sound (phoneme) at the beginning or end of single-syllable words to make new words.
Ending SoundsFreeWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :7Study Guides :1 1.RF2.d.4. Orally substitute initial, medial, and final sounds in single-syllable words to make new words.
Ending SoundsFreeWhat are Ending Sounds? Many words sound almost the same. The sound you hear at the end of a word is important. Listen carefully to hear the end of each word. Say the sound at the end of each word. Read more...iWorksheets :7Study Guides :1 Phonics and Word Recognition
1.RF3. Know and apply grade-level phonics and word analysis skills in decoding words.
1.RF3.a. Know the spelling-sound correspondence for common consonant digraphs.
1.RF3.a.1. Identify the letters that represent common digraphs.
Beginning DigraphsMany words begin with a digraph. That means two letters come together and make a brand new sound. You cannot sound out the word by using each letter’s sound because they have changed into a new sound. Read more...iWorksheets :3Study Guides :1 Ending DigraphsSpelling is easy when you recognize special digraphs. Here are some words you should know that end with digraphs. Read more...iWorksheets :3Study Guides :1 1.RF3.a.2. Recognize that certain letter combinations can make one sound.
Beginning DigraphsMany words begin with a digraph. That means two letters come together and make a brand new sound. You cannot sound out the word by using each letter’s sound because they have changed into a new sound. Read more...iWorksheets :3Study Guides :1 Ending DigraphsSpelling is easy when you recognize special digraphs. Here are some words you should know that end with digraphs. Read more...iWorksheets :3Study Guides :1 1.RF3.a.3. Associate a visual cue with the digraph.
Beginning DigraphsMany words begin with a digraph. That means two letters come together and make a brand new sound. You cannot sound out the word by using each letter’s sound because they have changed into a new sound. Read more...iWorksheets :3Study Guides :1 Ending DigraphsSpelling is easy when you recognize special digraphs. Here are some words you should know that end with digraphs. Read more...iWorksheets :3Study Guides :1 1.RF3.a.4. Decode words with letter combinations representing common consonant diagraphs.
1.RF3.c. Know final-e and common vowel team conventions for representing long vowel sounds.
1.RF3.c.1. Recognize that two letters can represent a vowel sound.
Vowel DigraphsFreeVowels are a, e, u, o, u, and sometimes y or w. When 2 vowels come together in a word that is a vowel digraph. Read more...iWorksheets :6Study Guides :1 oo Vowel SoundWhat are the words with a double o sound as in moon? When you see oo together in a word, it usually has the sound you hear in “Moo” so put oo in when you spell them. Read more...iWorksheets :3Study Guides :1 1.RF3.c.2. Identify common vowel teams.
Vowel DigraphsFreeVowels are a, e, u, o, u, and sometimes y or w. When 2 vowels come together in a word that is a vowel digraph. Read more...iWorksheets :6Study Guides :1 oo Vowel SoundWhat are the words with a double o sound as in moon? When you see oo together in a word, it usually has the sound you hear in “Moo” so put oo in when you spell them. Read more...iWorksheets :3Study Guides :1 1.RF3.c.3. Apply vowel pronunciation rules to read words, such as CVCE, CVVC.
Long Vowel - Silent eLong vowels say their own names in many words. They have a special helper called Silent e that makes them say their own name. Read more...iWorksheets :5Study Guides :1 Words with -ce and -seWhat are the sounds of -ce and -se? Listen carefully to the sound of s and soft c in each word: ace, case. They sound almost exactly the same. Read more...iWorksheets :3Study Guides :1 1.RF3.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
1.RF3.d.1. Count and segment syllables orally.
SyllablesFreeWhat are Syllables? Syllables are parts of words. Each part of a word has one vowel sound in it. Be careful! You may see more than one vowel letter, but still hear only one vowel sound. Read more...iWorksheets :7Study Guides :1 1.RF3.d.2. Identify the vowel sound in spoken and written one-syllable words.
Long/Short VowelsWhat is meant by long or short vowels? Long vowels are the vowels that say their own names. Short vowel sounds do not say their names. Here’s a rule to help you know when to make a short vowel sound: A vowel is usually short if it comes at the beginning of a word or between two consonants and is the only vowel in the word or syllable. A vowel is usually long if two vowels are in the word or syllable. The first vowel is long and the second is silent. Remember when two vowels go
walking, the first one does the talking. Read more...iWorksheets :4Study Guides :1 Short Vowel SoundWhat is a Short Vowel? The vowels are the letters, a, e, i, o, u, and sometimes y. Vowels make special sounds in words. They make a sound we call short. Look at these
words. They all have the short vowel sound. Read more...iWorksheets :3Study Guides :1 1.RF3.d.3. Identify the number of vowels and syllables in printed words.
Long/Short VowelsWhat is meant by long or short vowels? Long vowels are the vowels that say their own names. Short vowel sounds do not say their names. Here’s a rule to help you know when to make a short vowel sound: A vowel is usually short if it comes at the beginning of a word or between two consonants and is the only vowel in the word or syllable. A vowel is usually long if two vowels are in the word or syllable. The first vowel is long and the second is silent. Remember when two vowels go
walking, the first one does the talking. Read more...iWorksheets :4Study Guides :1 SyllablesFreeWhat are Syllables? Syllables are parts of words. Each part of a word has one vowel sound in it. Be careful! You may see more than one vowel letter, but still hear only one vowel sound. Read more...iWorksheets :7Study Guides :1 Short Vowel SoundWhat is a Short Vowel? The vowels are the letters, a, e, i, o, u, and sometimes y. Vowels make special sounds in words. They make a sound we call short. Look at these
words. They all have the short vowel sound. Read more...iWorksheets :3Study Guides :1 1.RF3.e. Decode two-syllable words following basic patterns by breaking the words into syllables.
1.RF3.e.2. Explain and apply syllable division rules.
SyllablesFreeWhat are Syllables? Syllables are parts of words. Each part of a word has one vowel sound in it. Be careful! You may see more than one vowel letter, but still hear only one vowel sound. Read more...iWorksheets :7Study Guides :1 1.RF3.e.3. Blend sounds in segmented syllables to read words.
SyllablesFreeWhat are Syllables? Syllables are parts of words. Each part of a word has one vowel sound in it. Be careful! You may see more than one vowel letter, but still hear only one vowel sound. Read more...iWorksheets :7Study Guides :1 1.RF3.f. Read words with inflectional endings.
1.RF3.f.1. Identify inflectional endings.
Continuous Action (-ing)How do you add the ING suffix to verbs? We add -ing to many verbs. But to spell them correctly, you need to remember the rules. Read more...iWorksheets :3Study Guides :1 1.RF3.f.2. Recognize and define base words.
Root WordsWhat are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1 1.RF3.f.3. Read words and describe how the inflectional ending affects the word meaning.
Continuous Action (-ing)How do you add the ING suffix to verbs? We add -ing to many verbs. But to spell them correctly, you need to remember the rules. Read more...iWorksheets :3Study Guides :1 1.RF3.g. Recognize and read grade-appropriate irregularly spelled words.
1.RF3.g.1. Apply a variety of strategies to increase the number of grade-appropriate high-frequency words that can be read independently.
High Frequency Words IIWhat are High Frequency Words? These are words you need to know at sight. That means you read them without trying to sound them out. Read more...iWorksheets :3Study Guides :1 Sight Words IISight words are the words a second grader should be able to recognize instantly and spell easily. Read more...iWorksheets :3Study Guides :1 High Frequency Words IWhat are High Frequency Words? High frequency words are the sight words you need to know instantly. You do not need to sound them out or look them up in a dictionary. Read more...iWorksheets :3Study Guides :1 High Frequency Words IIHigh frequency words are the words you need to recognize instantly. You do not have to figure them out, sound them out, or look them up in a dictionary. You just need to know them instantly. Read more...iWorksheets :3Study Guides :1 High Frequency Words IFreeHigh frequency words are the sight words you need to know as soon as you see them. Good readers do not need to sound them out. Read more...iWorksheets :4Study Guides :1 Sight Words IVWhat are sight words? Sight words are the words every second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 Sight Words IIISight words are words a second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 Fluency
1.RF4. Read with sufficient accuracy and fluency to support comprehension.
1.RF4.a. Read on-level text with purpose and understanding.
1.RF4.a.2. Read grade-level sight words/high-frequency words in isolation and in context with automaticity.
High Frequency Words IIWhat are High Frequency Words? These are words you need to know at sight. That means you read them without trying to sound them out. Read more...iWorksheets :3Study Guides :1 Sight Words IISight words are the words a second grader should be able to recognize instantly and spell easily. Read more...iWorksheets :3Study Guides :1 High Frequency Words IWhat are High Frequency Words? High frequency words are the sight words you need to know instantly. You do not need to sound them out or look them up in a dictionary. Read more...iWorksheets :3Study Guides :1 High Frequency Words IIHigh frequency words are the words you need to recognize instantly. You do not have to figure them out, sound them out, or look them up in a dictionary. You just need to know them instantly. Read more...iWorksheets :3Study Guides :1 High Frequency Words IFreeHigh frequency words are the sight words you need to know as soon as you see them. Good readers do not need to sound them out. Read more...iWorksheets :4Study Guides :1 Sight Words IVWhat are sight words? Sight words are the words every second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 Sight Words IIISight words are words a second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 1.RF4.a.3. Use context cues and text features to determine and clarify the meanings of an unknown word.
Context CluesWhat are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1 1.RF4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
1.RF4.b.3. Read on-level sight words/high-frequency words with automaticity.
High Frequency Words IIWhat are High Frequency Words? These are words you need to know at sight. That means you read them without trying to sound them out. Read more...iWorksheets :3Study Guides :1 Sight Words IISight words are the words a second grader should be able to recognize instantly and spell easily. Read more...iWorksheets :3Study Guides :1 High Frequency Words IWhat are High Frequency Words? High frequency words are the sight words you need to know instantly. You do not need to sound them out or look them up in a dictionary. Read more...iWorksheets :3Study Guides :1 High Frequency Words IIHigh frequency words are the words you need to recognize instantly. You do not have to figure them out, sound them out, or look them up in a dictionary. You just need to know them instantly. Read more...iWorksheets :3Study Guides :1 High Frequency Words IFreeHigh frequency words are the sight words you need to know as soon as you see them. Good readers do not need to sound them out. Read more...iWorksheets :4Study Guides :1 Sight Words IVWhat are sight words? Sight words are the words every second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 Sight Words IIISight words are words a second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1 1.RF4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
1.RF4.c.4. Use context cues and visual clues to guide self-correction.
Context CluesWhat are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1 Finding InformationHow do Charts and Illustrations Help You? Charts and illustrations are special tools to help you find information easily. They are arranged in a way that puts all the information together so that it is clear and easy to read. Read more...iWorksheets :3Study Guides :1 Main IdeaWhat is a Main Idea in a Visual Message? Pictures and actions send messages without words. Here are some you should know. Read more...iWorksheets :3Study Guides :1 MD.W. Standards for Writing (W)
Text Types and Purposes
W1.CCR. Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
1.W1-b. 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 – Supply a reason that supports the opinion.
1.W1-b.3. Draft a simple sentence or sentences to express an opinion and reason: Use common, proper, and possessive nouns (CCSS L.1.1b); Use personal, possessive, and indefinite pronouns (e.g., I, me, my) (CCSS L.1.1d); Use frequently occurring conjunctions (e.g., and, but, or, so, because) (CCSS L.1.1g); Use end punctuation for sentences (CCSS L.1.2b); Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions (CCSS L.1.2e).
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 SpellingFreeSpelling: forming words with the correct letters in the correct order. Spelling three or four letter words. Read more...iWorksheets :14Study Guides :1 PronounsWhat is a Pronoun? A pronoun is a word that takes the place of a noun. E.g. I, you we, it, they, someone. Read more...iWorksheets :6Study Guides :1 NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1 W2.CCR. Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
1.W2-b. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and prove some sense of closure – Supply some facts about the topic.
1.W2-b.4. Write several sentences using the facts that are all related to the topic: Produce complete simple and compound sentences (CCSS L.1.1f); Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words (CCSS L.1.2d).
SpellingFreeSpelling: forming words with the correct letters in the correct order. Spelling three or four letter words. Read more...iWorksheets :14Study Guides :1 W3.CCR. Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
1.W3-b. 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 – Include some details regarding what happened.
1.W3-b.1. Apply knowledge of story structure: Produce complete simple sentences (CCSS L.1.1j); Use verbs to convey a sense of past, present, and future (CCSS L.1.1e); Use frequently occurring adjectives (CCSS L.1.1f); Use determiners (e.g., articles demonstratives) (CCSS L.1.1h); Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions (CCSS L.1.2e).
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Past Tense (-ed)Past tense means something happened in the past. It could be many years ago, yesterday, or just a few minutes ago. Verbs change in special ways to show past tense. Read more...iWorksheets :3Study Guides :1 SpellingFreeSpelling: forming words with the correct letters in the correct order. Spelling three or four letter words. Read more...iWorksheets :14Study Guides :1 MD.SL. Standards for Speaking and Listening (SL)
Presentation of Knowledge and Ideas
SL4.CCR. Anchor Standard: 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.
1.SL4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.SL4.3. Use frequently occurring adjectives to describe (See CCSS L.1.1f).
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 SL5.CCR. Anchor Standard: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
1.SL5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1.SL5.1. Use illustrations and details in a story to describe its characters, setting, or events (See CCSS RL.1.7).
SettingsWhat are Settings? Settings are places.
<br>Schools, homes, a zoo, a street, a town or city are all settings.
<br>Try this!
Find a setting:
a] girl
b] horse
c] house
d] mouse Read more...iWorksheets :3Study Guides :1 Story ElementsWhat are the Elements of a Story? Story elements are plot, setting, and characters. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Read more...iWorksheets :6Study Guides :1 MD.L. Standards for Language (L)
Conventions of Standard English
L1.CCR. Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
1.L1-b. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use common, proper, and possessive nouns.
1.L1-b.1. Define and identify nouns in text presented in a variety of formats.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Proper NounsFreeA proper noun is a special name for a particular person, place, or thing. A proper noun always begins with a capital letter. If there is more than one word for a particular person, place, or thing, then the first, last, and all important words are capitalized. Read more...iWorksheets :7Study Guides :1 1.L1-b.2. Distinguish between common, proper, and possessive nouns.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Proper NounsFreeA proper noun is a special name for a particular person, place, or thing. A proper noun always begins with a capital letter. If there is more than one word for a particular person, place, or thing, then the first, last, and all important words are capitalized. Read more...iWorksheets :7Study Guides :1 1.L1-b.3. Demonstrate the use of nouns when speaking and writing.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1 1.L1-c. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops, We hop).
1.L1-c.1. Identify the plural form of given nouns.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1 1.L1-c.2. Identify and define verbs presented in a variety of texts.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 VerbsA verb is a word that shows action or state of being. Read more...iWorksheets :5Study Guides :1 1.L1-c.3. Identify the components of a sentence.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 VerbsA verb is a word that shows action or state of being. Read more...iWorksheets :5Study Guides :1 NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1 1.L1-d. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they them their; anyone, everything).
1.L1-d.1. Identify and define pronouns presented in a variety of texts.
PronounsWhat is a Pronoun? A pronoun is a word that takes the place of a noun. E.g. I, you we, it, they, someone. Read more...iWorksheets :6Study Guides :1 1.L1-d.2. Distinguish between personal, possessive, and indefinite pronouns.
PronounsWhat is a Pronoun? A pronoun is a word that takes the place of a noun. E.g. I, you we, it, they, someone. Read more...iWorksheets :6Study Guides :1 1.L1-d.3. Demonstrate the use of pronouns in oral and written language.
PronounsWhat is a Pronoun? A pronoun is a word that takes the place of a noun. E.g. I, you we, it, they, someone. Read more...iWorksheets :6Study Guides :1 1.L1-e. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – 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).
1.L1-e.1. Identify verbs presented in a variety of formats.
Past Tense (-ed)Past tense means something happened in the past. It could be many years ago, yesterday, or just a few minutes ago. Verbs change in special ways to show past tense. Read more...iWorksheets :3Study Guides :1 1.L1-e.2. Form verbs in past, present, and future tenses.
Past Tense (-ed)Past tense means something happened in the past. It could be many years ago, yesterday, or just a few minutes ago. Verbs change in special ways to show past tense. Read more...iWorksheets :3Study Guides :1 1.L1-e.4. Analyze writing models for correct use of verbs.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 VerbsA verb is a word that shows action or state of being. Read more...iWorksheets :5Study Guides :1 1.L1-f. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use frequently occurring adjectives.
1.L1-f.1. Identify and define adjectives in text presented in a variety of formats.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 1.L1-f.2. Classify adjectives into categories such as size, color.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 1.L1-f.3. Demonstrate the correct use of adjectives in oral and written language.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 1.L1-i. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use frequently occurring prepositions (e.g., during, beyond, toward).
1.L1-i.1. Identify and define prepositions presented in a variety of formats.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 1.L1-i.2. Demonstrate the correct use of prepositions in oral and written language.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 1.L1-j. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentence in response to prompts.
1.L1-j.4. Use learned parts of speech to expand sentences orally and in writing.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 L2.CCR. Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
1.L2-a. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Capitalize dates and names of people.
1.L2-a.1. Distinguish between names and other nouns.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 NounsWhat are Nouns? Nouns are words used to identify ideas, actions, qualities, persons, places, or things, or to name a particular one of these. Read more...iWorksheets :6Study Guides :1 1.L2-d. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.L2-d.2. Identify the spellings for frequently occurring irregular words.
1.L2-d.3. Practice and apply the correct spelling of words with common spelling patterns and frequently occurring irregular words.
SpellingFreeSpelling: forming words with the correct letters in the correct order. Spelling three or four letter words. Read more...iWorksheets :14Study Guides :1 1.L2-e. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
1.L2-e.1. Identify the letter(s) for consonant and vowel sounds.
Long/Short VowelsWhat is meant by long or short vowels? Long vowels are the vowels that say their own names. Short vowel sounds do not say their names. Here’s a rule to help you know when to make a short vowel sound: A vowel is usually short if it comes at the beginning of a word or between two consonants and is the only vowel in the word or syllable. A vowel is usually long if two vowels are in the word or syllable. The first vowel is long and the second is silent. Remember when two vowels go
walking, the first one does the talking. Read more...iWorksheets :4Study Guides :1 Words with /k/What are the sounds of k? The letter k is the sound you hear when you say kiss, kid, and kind. Many words begin or end with the letter k. But the sound of /k/ is written in some different ways. Read more...iWorksheets :3Study Guides :1 Short Vowel SoundWhat is a Short Vowel? The vowels are the letters, a, e, i, o, u, and sometimes y. Vowels make special sounds in words. They make a sound we call short. Look at these
words. They all have the short vowel sound. Read more...iWorksheets :3Study Guides :1 1.L2-e.2. Use sound-spelling correspondences to approximate the spelling of unknown words in writing.
SpellingFreeSpelling: forming words with the correct letters in the correct order. Spelling three or four letter words. Read more...iWorksheets :14Study Guides :1 Vocabulary Acquisition and Use
L4.CCR. Anchor Standard: 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.
1.L4-a. 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 – Use sentence-level context as a clue to the meaning of a word or phrase.
1.L4-a.1. Identify sentence clues that help determine or clarify the meaning of a word or phrase.
Context CluesWhat are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1 1.L4-b. 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 – Use frequently occurring affixes as a clue to the meaning of a word.
1.L4-b.1. Identify common prefixes and their meanings.
PrefixesA prefix is any letter or group of letters that is added to the front of a
base word to change the meaning. Read more...iWorksheets :5Study Guides :1 1.L4-b.2. Identify common suffixes and their meanings.
SuffixesA suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1 1.L4-b.3. Explain the meaning of words with common prefixes and suffixes.
SuffixesA suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1 PrefixesA prefix is any letter or group of letters that is added to the front of a
base word to change the meaning. Read more...iWorksheets :5Study Guides :1 1.L4-c. 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 – Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
1.L4-c.1. Identify and define root words.
Root WordsWhat are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1 1.L4-c.2. Identify inflectional endings (e.g., s, es, ing) and their effect on word meaning.
Continuous Action (-ing)How do you add the ING suffix to verbs? We add -ing to many verbs. But to spell them correctly, you need to remember the rules. Read more...iWorksheets :3Study Guides :1 1.L4-c.3. Use root words and their inflectional endings correctly when speaking and writing.
Continuous Action (-ing)How do you add the ING suffix to verbs? We add -ing to many verbs. But to spell them correctly, you need to remember the rules. Read more...iWorksheets :3Study Guides :1 Root WordsWhat are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1 L5.CCR. Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
1.L5-a. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings – Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
1.L5-a.1. Identify commonalities and underlining concepts among groups of words.
Challenge WordsWhat are some of the most difficult words a second grader must learn to spell? Here are some words you should know how to spell and some hints to help you remember. Read more...iWorksheets :3Study Guides :1 1.L5-b. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings – 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).
1.L5-b.1. Discuss key attributes of words to identify a category.
Challenge WordsWhat are some of the most difficult words a second grader must learn to spell? Here are some words you should know how to spell and some hints to help you remember. Read more...iWorksheets :3Study Guides :1 1.L5-b.2. Use common attributes to determine the meaning of words.
1.L5-d. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings – 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.
1.L5-d.1. Discuss and act out a variety of verbs that have similar meanings.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 VerbsA verb is a word that shows action or state of being. Read more...iWorksheets :5Study Guides :1 1.L5-d.2. Identify synonyms for verbs and adjectives.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 VerbsA verb is a word that shows action or state of being. Read more...iWorksheets :5Study Guides :1 1.L5-d.3. Use context clues to distinguish intensity (nuances) of meaning among synonyms.
GrammarGrammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1 Context CluesWhat are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1 Standards
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