Common Core ELA Grade 1 Printables
First grade ELA printables organized by Common Core standard.
Browse by domain
Reading: Literature
9 standards
RL.1.1Ask And Answer QuestionsAsk and answer questions about key details in a text.See printables →RL.1.2Retell Stories And LessonsRetell stories, including key details, and demonstrate understanding of their central message or lesson.See printables →RL.1.3Describe Characters And EventsDescribe characters, settings, and major events in a story, using key details.See printables →RL.1.4Words That Suggest FeelingsIdentify words and phrases in stories or poems that suggest feelings or appeal to the senses.See printables →RL.1.5Stories Versus Information BooksExplain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.See printables →RL.1.6Identify The NarratorIdentify who is telling the story at various points in a text.See printables →RL.1.7Use Illustrations And DetailsUse illustrations and details in a story to describe its characters, setting, or events.See printables →RL.1.9Compare Character AdventuresCompare and contrast the adventures and experiences of characters in stories.See printables →RL.1.10Read Prose And PoetryWith prompting and support, read prose and poetry of appropriate complexity for grade 1.See printables →
Reading: Informational Text
10 standards
RI.1.1Ask And Answer QuestionsAsk and answer questions about key details in a text.See printables →RI.1.2Identify Main TopicIdentify the main topic and retell key details of a text.See printables →RI.1.3Describe Connections In TextDescribe the connection between two individuals, events, ideas, or pieces of information in a text.See printables →RI.1.4Clarify Word MeaningsAsk and answer questions to help determine or clarify the meaning of words and phrases in a text.See printables →RI.1.5Use Text FeaturesKnow and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.See printables →RI.1.6Pictures Versus WordsDistinguish between information provided by pictures or other illustrations and information provided by the words in a text.See printables →RI.1.7Illustrations Describe Key IdeasUse the illustrations and details in a text to describe its key ideas.See printables →RI.1.8Identify Author's ReasonsIdentify the reasons an author gives to support points in a text.See printables →RI.1.9Compare Two TextsIdentify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).See printables →RI.1.10Read Informational TextsWith prompting and support, read informational texts appropriately complex for grade 1.See printables →
Reading: Foundational Skills
19 standards
RF.1.1Features Of PrintDemonstrate understanding of the organization and basic features of print.See printables →RF.1.1.aDistinguishing Features Of SentenceRecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).See printables →RF.1.2Phonological AwarenessDemonstrate understanding of spoken words, syllables, and sounds (phonemes).See printables →RF.1.2.aLong And Short VowelsDistinguish long from short vowel sounds in spoken single-syllable words.See printables →RF.1.2.bBlend Sounds Into WordsOrally produce single-syllable words by blending sounds (phonemes), including consonant blends.See printables →RF.1.2.cIsolate And Pronounce SoundsIsolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.See printables →RF.1.2.dSegment Words Into SoundsSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes).See printables →RF.1.3Phonics And Word RecognitionKnow and apply grade-level phonics and word analysis skills in decoding words.See printables →RF.1.3.aConsonant DigraphsKnow the spelling-sound correspondences for common consonant digraphs.See printables →RF.1.3.bDecode One-Syllable WordsDecode regularly spelled one-syllable words.See printables →RF.1.3.cFinal E And Vowel TeamsKnow final -e and common vowel team conventions for representing long vowel sounds.See printables →RF.1.3.dCount Syllables Using VowelsUse knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.See printables →RF.1.3.eDecode Two-Syllable WordsDecode two-syllable words following basic patterns by breaking the words into syllables.See printables →RF.1.3.fRead Inflectional EndingsRead words with inflectional endings.See printables →RF.1.3.gIrregularly Spelled WordsRecognize and read grade-appropriate irregularly spelled words.See printables →RF.1.4Read With FluencyRead with sufficient accuracy and fluency to support comprehension.See printables →RF.1.4.aRead With PurposeRead grade-level text with purpose and understanding.See printables →RF.1.4.bRead With ExpressionRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.See printables →RF.1.4.cUse Context To Self-CorrectUse context to confirm or self-correct word recognition and understanding, rereading as necessary.See printables →
Writing
7 standards
W.1.1Write Opinion PiecesWrite 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.See printables →W.1.2Write Informative TextsWrite informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.See printables →W.1.3Write NarrativesWrite 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.See printables →W.1.5Focus And Add DetailsWith guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.See printables →W.1.6Use Digital ToolsWith guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.See printables →W.1.7Shared Research ProjectsParticipate 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).See printables →W.1.8Recall And Gather InformationWith guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.See printables →
Speaking & Listening
9 standards
SL.1.1Collaborative ConversationsParticipate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.See printables →SL.1.1.aFollow Discussion RulesFollow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).See printables →SL.1.1.bBuild On Others' TalkBuild on others' talk in conversations by responding to the comments of others through multiple exchanges.See printables →SL.1.1.cAsk Questions To ClarifyAsk questions to clear up any confusion about the topics and texts under discussion.See printables →SL.1.2Questions About Text AloudAsk and answer questions about key details in a text read aloud or information presented orally or through other media.See printables →SL.1.3Ask Questions Of SpeakerAsk and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.See printables →SL.1.4Describe With Relevant DetailsDescribe people, places, things, and events with relevant details, expressing ideas and feelings clearly.See printables →SL.1.5Add Drawings To DescriptionsAdd drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.See printables →SL.1.6Produce Complete SentencesProduce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)See printables →
Language
27 standards
L.1.1Grammar And Usage ConventionsDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.See printables →L.1.1.aPrint Upper And LowercasePrint all upper- and lowercase letters.See printables →L.1.1.bCommon And Proper NounsUse common, proper, and possessive nouns.See printables →L.1.1.cSingular And Plural NounsUse singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).See printables →L.1.1.dUse PronounsUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).See printables →L.1.1.eVerbs For Past Present FutureUse 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).See printables →L.1.1.fUse AdjectivesUse frequently occurring adjectives.See printables →L.1.1.gUse ConjunctionsUse frequently occurring conjunctions (e.g., and, but, or, so, because).See printables →L.1.1.hUse DeterminersUse determiners (e.g., articles, demonstratives).See printables →L.1.1.iUse PrepositionsUse frequently occurring prepositions (e.g., during, beyond, toward).See printables →L.1.1.jProduce And Expand SentencesProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.See printables →L.1.2Capitalization Punctuation SpellingDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.See printables →L.1.2.aCapitalize Dates And NamesCapitalize dates and names of people.See printables →L.1.2.bEnd PunctuationUse end punctuation for sentences.See printables →L.1.2.cCommas In Dates SeriesUse commas in dates and to separate single words in a series.See printables →L.1.2.dConventional Spelling PatternsUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words.See printables →L.1.2.eSpell Words PhoneticallySpell untaught words phonetically, drawing on phonemic awareness and spelling conventions.See printables →L.1.4Determine Word MeaningsDetermine 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.See printables →L.1.4.aUse Sentence-Level ContextUse sentence-level context as a clue to the meaning of a word or phrase.See printables →L.1.4.bUse Frequently Occurring AffixesUse frequently occurring affixes as a clue to the meaning of a word.See printables →L.1.4.cIdentify Root WordsIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).See printables →L.1.5Word Relationships And NuancesWith guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.See printables →L.1.5.aSort Words Into CategoriesSort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.See printables →L.1.5.bDefine By Category AttributesDefine 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).See printables →L.1.5.cReal-Life Word ConnectionsIdentify real-life connections between words and their use (e.g., note places at home that are cozy).See printables →L.1.5.dDistinguish Shades Of MeaningDistinguish 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.See printables →L.1.6Use Acquired Words And PhrasesUse 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).See printables →
Reading “levels” tell you less than you’d think
First grade comes with letters, levels, and words-per-minute, and it’s easy to turn it into a race. But kids learn to read on wildly different timelines — anywhere from kindergarten to second grade — and the number on a book matters far less than steady, happy progress. Watch the growth, not the label.
First grade reading questions, answered
What should my first grader be able to do in reading by the end of the year?
By the end of first grade, the goal is reading simple stories and sentences, sounding out new words (including some two-syllable ones), knowing around 100 common words on sight, reading aloud with a little smoothness and expression, and retelling what happened and what the story was about. It’s a huge year of growth.
Is my first grader behind in reading — and when should I actually worry?
Reading “clicks” anywhere from kindergarten to second grade, so a first grader who isn’t reading smoothly yet usually isn’t behind — they’re on their own timeline. That said, trust your gut: if there’s no progress over a few months, your child avoids reading entirely, or is still struggling with letter sounds well into the year, ask the teacher. Early support makes a big difference, and it’s never pushy to ask.
My child guesses at words instead of sounding them out — how do I help?
Guessing is super common, and the fix is gently steering them back to the letters. When they guess, point to the word and say “check it — what’s the first sound?” and have them sound it through. Re-reading the same easy books helps too; once a word is familiar, the guessing stops. The goal is looking at the letters, not the picture.
How can I help my first grader read more smoothly at home?
Two teacher tricks work great: choral reading (you both read the same book out loud together, so they feel a smooth pace) and echo reading (you read a line, they read it right back). Re-reading favorite books is the secret weapon — smoothness comes from familiarity. Ten minutes a day, side by side, beats any drill.
My first grader can read the words but doesn’t remember what they read — is that normal?
Very normal in first grade. Early on, sounding out words takes so much brainpower that there’s little left for the story — comprehension catches up as decoding gets easier. Help by chatting about the book: “what just happened?” or “why did she do that?” as you go. As the words get automatic, the understanding comes right along.