📚 Grade 1 Reading & Writing

This path follows Georgia's K-12 English Language Arts Standards for Grade 1. Each level takes about 15 minutes. A level is passed with 4 of 5 right on its check (castles: 8 of 10). Progress is saved on this device. A grown-up can save it to their account from the grown-ups' page.

Georgia's K-12 English Language Arts Standards covered in Grade 1 Reading & Writing

• 1.F.PA.4.d0/2

  Add, delete, and substitute syllables in spoken words.

• 1.F.PA.5.a0/1

  Blend onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions.

• 1.F.PA.5.b0/1

  Segment onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions.

• 1.F.PA.6.a0/1

  Isolate and pronounce initial, medial, and final sounds in spoken one- syllable words, including words with digraphs and blends.

• 1.F.PA.6.b0/1

  Distinguish between short and long vowel sounds in spoken one-syllable words.

• 1.F.PA.6.c0/2

  Blend and segment up to five phonemes, including consonant blends and digraphs, in spoken words.

• 1.F.PA.6.d0/1

  Add, delete, and substitute phonemes in spoken one-syllable words with three or more phonemes.

• 1.F.P.1.a0/4

  Identify and produce phoneme-grapheme correspondences for frequently used consonant blends and digraphs.

• 1.F.P.1.b0/8

  Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e and vowel digraphs.

• 1.F.P.2.a0/9

  Decode regularly spelled one-syllable words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CVVC, CCVCC), including high-frequency words.

• 1.F.P.2.b0/3

  Identify and decode parts of irregularly spelled words, including high-frequency words.

• 1.F.P.2.c0/1

  Decode one-syllable nonsense words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CVVC, CCVCC).

• 1.F.P.2.d0/2

  Decode two-syllable words with basic patterns by applying knowledge of basic syllable types.

• 1.F.P.3.a0/10

  Encode regularly spelled one-syllable words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC), including high-frequency words.

• 1.F.P.3.b0/3

  Identify and encode irregularly spelled words, including high-frequency words.

• 1.F.P.3.c0/1

  Encode one-syllable nonsense words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC).

• 1.F.P.3.d0/1

  Encode two-syllable words with basic patterns by applying knowledge of basic syllable types.

• 1.F.F.1.a0/3

  Increase sight word vocabulary using decoding skills by reading grade- appropriate regularly and irregularly spelled words, including high-frequency words, in isolation and context with increasing automaticity.

• 1.F.F.1.b0/1

  Read a wide range of grade-level texts aloud with increasing accuracy.

• 1.F.F.1.c0/1

  Read a wide range of grade-level texts aloud with appropriate prosody (phrasing, expression, juncture/pause, and intonation) to demonstrate understanding.

• 1.F.F.1.d0/1

  Self-correct while reading text (silently or aloud) to improve comprehension and fluency, rereading as necessary.

• 1.L.GC.1.50/1

  Form regular plural nouns by adding -s or -es. (Master)

• 1.L.GC.1.60/1

  Form and use verbs by adding -ing, -ed, or -s. (Master)

• 1.L.GC.1.70/1

  Use action verbs. (Master)

• 1.L.GC.1.80/1

  Use adjectives and adverbs. (Continue)

• 1.L.GC.1.90/1

  Use common and proper nouns. (Continue)

• 1.L.GC.1.100/1

  Form and use the simple verb tenses. (Continue)

• 1.L.GC.1.110/1

  Use determiners (articles, possessive determiners, demonstrative adjectives). (Continue)

• 1.L.GC.1.120/1

  Capitalize proper nouns. (Continue)

• 1.L.GC.1.130/1

  Use periods, exclamation marks, and question marks at the end of sentences. (Continue)

• 1.L.GC.1.140/1

  Form plural nouns by changing -y to -ies. (Introduce)

• 1.L.GC.1.150/1

  Use personal pronouns (subject, object, and possessive). (Introduce)

• 1.L.GC.1.160/1

  Use frequently occurring prepositions. (Introduce)

• 1.L.GC.1.170/1

  Use commas to separate items in a series and to format dates, addresses, salutations, and closings. (Introduce)

• 1.L.GC.1.180/1

  Use apostrophes to form contractions and singular possessive nouns. (Introduce)

• 1.L.GC.1.190/1

  Form and use irregular plural nouns. (Introduce)

• 1.L.GC.1.200/1

  Form and use the past tense of irregular verbs. (Introduce)

• 1.L.GC.1.210/1

  Use coordinating conjunctions to join words, phrases, or clauses. (Introduce)

• 1.L.GC.2.a0/1

  Distinguish between complete and incomplete simple sentences, and identify sentence type (i.e., declarative, imperative, interrogative, and exclamatory). (I)

• 1.L.GC.2.b0/1

  Use a variety of simple sentences (including a variety of sentence types) to develop clarity in written texts. (C)

• 1.L.GC.2.c0/2

  Use singular and plural subjects with matching verbs. (C)

• 1.L.GC.2.d0/1

  With adult support, use adjectives or adverbs to add details or clarify meaning. (C)

• 1.L.V.2.a0/1

  Identify frequently occurring root words (e.g., look) and inflectional endings used to form and comprehend new words (e.g., looks, looked, looking). (I)

• 1.L.V.2.c0/1

  Construct words using frequently occurring root words and inflectional endings. (C)

• 1.L.V.3.a0/1

  Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I)

• 1.L.V.3.b0/1

  Identify the relationship between words and their synonyms and antonyms. (I)

• 1.L.V.3.c0/1

  Distinguish shades of meaning among verbs that describe the same general action (e.g., walk, march, strut, prance). (I)

• 1.L.V.3.d0/1

  With teacher support, use a picture dictionary or digital resource to clarify the meaning of unknown words and phrases. (I)

• 1.L.V.3.e0/1

  Use knowledge of word relationships and learned vocabulary words and phrases when making word choices in speaking and writing. (C)

• 1.T.C.1.a0/1

  Identify the general purpose (e.g., to tell stories, to provide information, to share opinions, to explain ideas) and target audience in a variety of texts. (I)

• 1.T.C.1.b0/1

  Identify different modes of communication: print, digital, auditory, and visual. (I)

• 1.T.C.2.a0/1

  Identify who is speaking or telling the story at various points in a text. (I)

• 1.T.SS.1.a0/1

  Identify and use various text features (e.g., diagrams, tables of contents) to locate information and make meaning in texts. (I)

• 1.T.SS.1.b0/1

  Use text features (e.g., illustrations, page numbers, bold print, headings) to add clarity and meaning to texts. (C)

• 1.T.SS.1.c0/1

  Use transition words or phrases, such as *once upon a time*, *next*, and *last*, to sequence events and actions. (C)

• 1.T.SS.2.a0/1

  Identify and explain the use of descriptive words in texts. (I)

• 1.T.SS.2.b0/1

  Use descriptive words to craft engaging texts. (C)

• 1.T.T.1.a0/1

  Identify techniques used to craft stories, including characters, setting, major events, and dialogue. (I)

• 1.T.T.1.b0/1

  Identify a simple plot with a problem and solution. (I)

• 1.T.T.1.c0/1

  Describe traits of the main characters and explain how their words and actions support the central message, lesson, or moral of the story. (I)

• 1.T.T.1.d0/1

  With adult support, compare and contrast characters and their experiences in stories across diverse cultures. (I)

• 1.T.T.1.e0/1

  Use knowledge of narrative techniques (e.g., characters, settings, events) to create texts that share real or imagined experiences and events with a sense of closure. (C)

• 1.T.T.2.a0/1

  Identify techniques used to craft expository texts, including main topic and supporting details. (I)

• 1.T.T.2.b0/1

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

• 1.T.T.2.d0/1

  Use knowledge of expository techniques to introduce a topic, supply facts about the topic, and provide a sense of closure. (C)

• 1.T.T.3.a0/1

  Identify techniques used to craft opinion texts, including the author’s opinion and supporting reasons. (I)

• 1.T.T.3.c0/1

  Use knowledge of opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, and provide two or more reasons to support the opinion with linking words *and* and *because*. (C)

• 1.T.T.4.a0/1

  Identify and describe poetic techniques used to craft texts, including rhyme, alliteration, and repeated lines. (I)

• 1.T.T.4.b0/1

  Use poetic techniques to create poems using simple words and/or phrases that may or may not rhyme. (C)

• 1.T.RA.1.a0/1

  Ask questions about topics of interest for research. (I)

• 1.T.RA.2.a0/1

  Refer to parts of texts when supporting an idea, answer, or opinion. (I)

• 1.P.EICC.3.d0/2

  Summarize and visualize sections of the text to maintain understanding. (I)

• 1.P.EICC.3.e0/1

  Make and track predictions about the events and information likely to come next. (I)

• 1.P.EICC.3.g0/1

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

• 1.P.EICC.40/3

  Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts.

🗺️ All 70 levels in Grade 1 Reading & Writing