Content Area
Standard
Strand
Language Arts
3.1 Grade 1
RF. Reading: Foundational Skills
Content Statement
CPI#
Cumulative Progress Indicator
(CPI)
ACSSSD
Objectives
Print Concepts
3.RF.1.1
a.
Demonstrate understanding of the organization and basic features of print.
Recognize the distinguishing
features of a sentence (e.g., first
word, capitalization, ending
punctuation).
1. Identify the first word in a
sentence.
2. Identify and recognize that the
first word in a sentence has an
upper case letter.
3. Identify and recognize ending
punctuation marks.
4. Identify organizational features
of a sentence (e.g., first word,
ending punctuation.
Phonological Awareness
3.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
a.
Distinguish long from short vowel
sounds in spoken-syllable words.
b.
Orally produce single-syllable words
by blending sounds (phonemes),
including consonant blends.
1. Identify long vowel sounds.
2. Identify short vowel sounds.
3. Differentiate long vowel
sounds from short vowel
sounds in spoken syllable
words.
4. Identify rules for
determining if a vowel sound is
long or short
1. Identify blends and their
sounds (e.g., ch,bl,sh)
2. Identify the letters in single-
c.
Isolate and pronounce initial, medial
vowel, and final sounds (phonemes)
in spoken single-syllable words.
d.
Segment spoken single-syllable
words into their complete sequence
of individual sounds. (phonemes)
syllable words.
3. Participate in a supported
tap/clap to indicate sounds or
syllables in a word.
4. Orally blend sounds
(phonemes) to produce singlesyllable words.
1. Identify sounds (phonemes)
heard in single-syllable spoken
words.
2. Produce the sounds heard in
single-syllable spoken words.
3. Orally add or delete a sound at
the beginning or end of singlesyllable words to make new
words.
4. Orally add initial, medial, and
final sounds in single-syllable
words to make new words.
1. Identify the number of sounds
(phonemes) heard in spoken
single-syllable words.
2. Produce the sounds heard in
single-syllable spoken words.
3. Orally add or delete a sound at
the beginning or end of singlesyllable words to make new
words.
4. Orally add initial, medial, and
final sounds in single-syllable
words to make new words.
Phonics and Word Recognition
3.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding
words.
a.
b.
c.
d.
e.
Know the spelling-sound correspondences 1. Demonstrate understanding for
for common consonant digraphs (two
common consonant digraphs.
letters that represent one sound).
2. Identify the letters that
represent common consonant
digraphs.
3. Recognize that certain lettersound combinations can make
one sound.
Decode regularly spelled one-syllable
1. Use letter-sound
words.
correspondence to decode
regularly spelled one-syllable
words.
Know final –e and common vowel team
1. Differentiate long and short
conventions for representing long vowel
vowels.
sounds
2. Identify common vowel teams.
3. Recognize that two letters can
represent a vowel sound.
Use knowledge that every syllable must
1. Identify the number of sounds
have a vowel sound to determine the
(phonemes) heard in spoken
number of syllables in a printed word.
and printed words.
2. Identify the vowel sound in
spoken and printed words.
Decode two-syllable words following basic 1. Identify the number of sounds
patterns by breaking the words into
(phonemes) heard in spoken
syllables.
and printed words.
2. Blend sounds by breaking the
words into syllables to read
words.
f.
Read words with inflectional endings.
g.
Recognize and read grade-appropriate
irregularly spelled words.
1. Identify inflectional endings.
2. Recognize and read root
words.
3. Read words with inflectional
endings.
1. Recognize words that do not
follow regular spelling
patterns.
2. Identify irregular spelled
words.
3. Read grade-appropriate
irregularly spelled words (e.g.,
again, please, said, was).
Fluency
3.RF.1.4
Read Read with sufficient accuracy and fluency to support comprehension
a.
b.
c.
Read grade-level text with purpose and
understanding.
1. Read modified grade-level
text.
2. Read modified grade-level
text with purpose (e.g.,
enjoyment, information).
3. Demonstrate understanding
of grade-level text (e.g.,
picture walk, answering
comprehension questions).
Read grade-level text orally with accuracy 1. Read modified grade-level
appropriate rate, and expression on
text.
successive readings.
2. Demonstrate accuracy when
reading grade-level text orally.
Use context to confirm or self-correct word 1. Identify unknown words
recognition and understanding, rereading
during reading.
as necessary.
2. Use context clues to help
with decoding and
understanding of words
during reading.