State Curriculum - Reading

Grade 1
Standard 1.0 General Reading Processes:
A. Phonemic Awareness
1. Discriminate sounds and words
a. Identify initial, medial, and final sounds in one-syllable words
b. Compare one-syllable words using initial, medial, and final sounds
c. Categorize words as same or different by medial sounds
2. Discriminate and produce rhyming words and alliteration
a. Produce sentences with rhyming and alliteration
3. Blend sounds and syllables to form words
a. Blend 3-4 phonemes into a word, such as f-a-s-t=fast
4. Segment and manipulate sounds in spoken words
a. Segment words into syllables
b. Segment one-syllable words into phonemes
c. Delete sounds to form new words
d. Add sounds to form new words
e. Substitute sounds to form new words
B. Phonics
1. Identify letters and corresponding sounds
a. Produce letter/sound correspondences rapidly (1 per second)
b. Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt
2. Decode words in grade-level texts
a. Recognize and apply short vowels, long vowels, and "y" as a vowel
b. Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns
c. Read one-syllable words fluently (CVC, CVCE)
d. Use known word/part to decode unknown words, such as car->card
C. Fluency *
1. Read orally from familiar text at an appropriate rate
a. Listen to models of fluent reading
b. Read familiar text at a rate that is conversational and consistent
c. Reread text multiple times to increase familiarity with words
2. Read grade-level text accurately
a. Reread and self-correct while reading
b. Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction
c. Read sight words automatically, such as have, said, where, two
3. Read grade-level text with expression
a. Demonstrate appropriate use of phrasing when reading familiar text
  • Use end punctuation, commas, and quotation marks to guide expression
  • Use intonation (emphasis on certain words) to convey meaning
D. Vocabulary
1. Develop and apply vocabulary through exposure to a variety of texts
a. Acquire new vocabulary through listening to and reading a variety of grade-appropriate text daily
b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
c. Ask questions to clarify meaning about objects and words related to topics discussed
d. Listen to and identify the meaning of new vocabulary in multiple contexts
e. Connect unfamiliar words from texts, instruction and conversation to prior knowledge to enhance meaning
f. Learn 5-8 new words every week (independent reading)
2. Develop a conceptual understanding of new words
a. Sort grade-appropriate words with or without pictures into categories
b. Identify antonyms and synonyms
c. Identify and use correctly new words acquired through study of their relationship to other words
3. Understand, acquire, and use new vocabulary
a. Determine meaning of words using their context
  • Reread
  • Use context clues
  • Examine illustrations
b. Use unfamiliar words introduced in literary and informational texts
c. Use word structure to determine meaning of words
d. Use resources to determine meaning of unknown words
  • Picture dictionary
  • Charts
  • Diagrams
  • Posters
  • Content texts
E. General Reading Comprehension
1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
a. Listen to, read, and discuss text representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background
b. Self-select appropriate text for a variety of purposes
c. ** Read a minimum of 25 books representing various genres
d. Discuss ideas/information gained from reading experiences with adults and peers
2. Use strategies to prepare for reading (before reading)
a. Make connections to the text using their prior knowledge and experiences with the text
b. Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic
c. Set a purpose for reading and identify type of text (fiction or nonfiction)
3. Use strategies to make meaning from text (during reading)
a. Recall and discuss what they understand
b. Identify and question what did not make sense
c. Reread difficult parts slowly and carefully and use own words to restate difficult parts
d. Make, confirm, or adjust predictions
e. Look back through the text to search for connections between topics, events, characters, and actions in stories to specific life experiences
4. Use strategies to demonstrate understanding of the text (after reading)
a. Describe what the text is about
b. Describe what is directly stated in the text (details, literal meaning)
c. Engage in conversation to understand what has been read
d. Answer simple questions (who, what, when, where, and how) in writing
e. Respond to text by drawing, speaking, dramatizing, or writing
f. Retell the main idea of texts
 *: Independent level text (Put Reading First) is relatively easy text for the reader, with no more than approximately 1 in 20 words that are difficult for the reader (95% success). Instructional level text (Put Reading First) is challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader (90% success).
 **: New Standards identifies the need for students to process 1 million words per year to maintain academic progress.

Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.


MSDE has developed a toolkit for these standards which can be found online at: