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NJPEP Home > Standards > Language Arts Literacy (Revised)

STANDARD 3.1 (READING) Grade One

Strands with Cumulative Progress Indicators

A. Concepts About Print

  1. Match oral words to printed words (e.g., pointing to print as one reads).
  2. Practice reading print in the environment at school and at home with assistance.
  3. Locate and identify the title, author, and illustrator of a book or reading selection.
  4. Interpret simple graphs, charts, and diagrams

B. Phonological Awareness (includes phonemic awareness)

  1. Demonstrate understanding of all sound- symbol relationships.
  2. Blend or segment the phonemes of most one-syllable words.
  3. Listen and identify the number of syllables in a word.
  4. Merge spoken segments into a word.
  5. Add, delete, or change sounds to change words (e.g., cow to how, cat to can).

C. Decoding and Word Recognition

  1. Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).
  2. Recognize and use rhyming words to reinforce decoding skills.
  3. Decode regular one-syllable words and nonsense words (e.g., sit, zot).
  4. Use sound-letter correspondence knowledge to sound out unknown words when reading text.
  5. Recognize high frequency words in and out of context.
  6. Decode unknown words using basic phonetic analysis.
  7. Decode unknown words using context clues.

D. Fluency

  1. Answer questions correctly that are posed about stories read.
  2. Begin to read simple text with fluency.
  3. Read with fluency both fiction and nonfiction that is grade-level appropriate.

E. Reading Strategies (before, during, and after reading)

  1. Use prior knowledge to make sense of text.
  2. Establish a purpose for reading and adjust reading rate.
  3. Use pictures as cues to check for meaning.
  4. Check to see if what is being read makes sense.
  5. Monitor their reading by using fix-up strategies (e.g., searching for clues).
  6. Use graphic organizers to build on experiences and extend learning.
  7. Begin to apply study skills strategies (e.g., survey, question, read) to assist with retention and new learning.

F. Vocabulary and Concept Development

  1. Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.
  2. Use and explain common antonyms and synonyms.
  3. Comprehend common and/or specific vocabulary in informational texts and literature.

G. Comprehension Skills and Response to Text

  1. Draw simple conclusions from information gathered from pictures, print, and people.
  2. Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.
  3. Sequence information learned from text into a logical order to retell facts.
  4. Identify, describe, compare, and contrast the elements of plot, setting, and characters.
  5. Make simple inferences.
  6. Read regularly in independent-level materials
  7. Engage in silent independent reading for specific purposes.

H. Inquiry and Research

  1. Ask and explore questions related to a topic of interest.
  2. Draw conclusions from information and data gathered.
  3. Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.