Language

1.L

CCR
Anchor
Standard

CCSSStandard

Demonstrate
commandofthe
conventionsof
standardEnglish
grammarandusage
whenwritingor
speaking.

1.L.1
Demonstrate
commandofthe
conventionsof
standardEnglish
grammarand
usagewhen
writingor
speaking.
a.Printallupper

andlowercase
letters.

Mastery

1* 2

ICanStatements

Icanprintallupper
and
lowercaseletters.

b.Usecommon,
1* 2 3 4 Icanusecommonnouns.
proper,and

possessivenouns.

3*
Icanusepropernouns.

c.Usesingular
andpluralnouns
withmatching
verbsinbasic
sentences(e.g.,
Hehops;We

1* 2

3*
3

3*

Clarifications

Icanusepossessivenouns.
Icanusesingularandplural
nouns.(e.g.,
s,
es,
ies)
Icanusesingularandplural
nounswithmatchingverbsin
basicsentences.(e.g.,Thecat

Anunderstandingoflanguageisessentialforeffective
communication.TheinclusionofLanguagestandards
intheirownstrandshouldnotbetakenasanindication
thatskillsrelatedtoconventions,knowledgeof
language,andvocabularyareunimportanttoreading,
writing,speaking,listening,andviewing;indeed,they
areinseparablefromsuchcontexts.
Firstgradestudentsmusthaveacommandofthe
grammarandusageofspokenandwrittenstandard
English.Standardsthatarerelatedtoconventionsare
appropriatetoformalspokenEnglishastheyareto
formalwrittenEnglish.
Atthislevel,emphasisexpandstoincludeverbtense,
possessives,pronouns,adjectives,conjunctions,and
morecomplexsentences.Withconventions,students
arebecomingmoreadeptatendingpunctuation,
expandingtheirunderstandingandusageof
capitalization,andspellingunknownwords
phonetically.

EssentialQuestions?
WhendoIusecapitalletters?
Whatdothedifferentendingpunctuationmarksmean?
HowdoIknowwhentousedifferentpunctuationmarks?
WhendoIuseacomma?

hop.)
d.UsePronouns
(e.g.,I,me,my;
they,them,
their;anyone,
everything).

g.Usefrequently
occurring
conjunctions
(e.g.,and,but,or,
so,because).
h.Use
determiners(e.g.,
articles,

2*

f.Usefrequently
occurring
adjectives.

e.Useverbsto
conveyasenseof
past,present,
andfuture(e.g.,
YesterdayI
walkedhome;
TodayIwalk
home;Tomorrow
Iwillwalkhome).

Icanusepersonalpronouns.
(e.g.,he,she,it,I,we,they)

3*

3*

3*

1* 2

Icanusepast,present,and
futuretenseverbs.

Icanusefrequentlyoccurring
adjectives.

3*

Icanusepossessivepronouns.
(e.g.,his,her,my,mine)
Icanuseindefinitepronouns.
(e.g.,anyone,everything)

2* 3

jumps;Thecatsjump)

Icanusefrequentlyoccurring
conjunctions.(e.g.,and,but,or,
so,because)

Icanusedeterminers.(e.g.,a,
and,the,these,those)

i.
Use

frequently

occurring

prepositions(e.g.,
during,beyond,

toward).

1*
demonstratives).

Demonstrate
commandofthe
conventionsof
standardEnglish
capitalization,
punctuation,and
spellingwhenwriting.

j.
Produce
andexpand
completesimple
andcompound
declarative,
interrogative,
imperative,and
exclamatory
sentencesin
responseto
prompts.

1.L.2
Demonstrate
commandofthe
conventionsof
standardEnglish
capitalization,
punctuation,and
spellingwhen
writing.

a.Capitalize
datesandnames
ofpeople.

3*

2*

Icanproduceandexpand
completeimperativesentences.

3*

1* 2

Icanproduceandexpand
completeexclamatorysentences.

3* 4

Icanproduceandexpand
completedeclarativesentences.
Icanproduceandexpand
completeinterrogative
sentences.

Icanusefrequentlyoccurring
prepositions(e.g.,during,
beyond,toward).

Icancapitalizedatesandnames
ofpeople.

b.
Use
end
punctuationfor
sentences.

2*

Icanuseaperiodattheendofa
declarativesentence.
Icanuseaquestionmarkatthe
endofaninterrogativesentence.

3*

Icanuseanexclamationmarkat
theendofanexclamatory
sentence.

1*

d.
Use
conventional
spellingforwords
withcommon
spellingpatterns
andforfrequently
occurringirregular
words.

e.
Spell
untaughtwords
phonetically,
drawingon
phonemic
awarenessand
spelling
conventions.
1.L.3Beginsat

Icanusecommasindates.

Icanusecommastoseparate
singlewordsinaseries.

3*

1*

Icanuseconventionalspelling
forwordswithcommonspelling
patterns.(Example:word
families)

1*

Icanuseconventionalspellingfor
frequentlyoccurringirregular
words.(SightWords)

1*

c.
Use
commasindates
andtoseparate
singlewordsina
series.

Applyknowledgeof

1*

Icanspelluntaughtwords
phonetically.

N/A


languageto
understandhow
languagefunctionsin
differentcontexts,to
makeeffectivechoices
formeaningorstyle,
andtocomprehend
morefullywhen
readingorlistening.
Determineorclarify
themeaningof
unknownandmultiple

meaningwordsand
phrasesbyusing
contextclues,
analyzingmeaningful
wordparts,and
consultinggeneraland
specializedreference
materials,as
appropriate.

Grade2

1.L.4Determine
orclarifythe
meaningof
unknownand
multiple
meaning
wordsand
phrasesbasedon
grade1reading
andcontent,
choosingflexibly
fromanarrayof
strategies.

a.Usesentence

levelcontextasa
cluetothe
meaningofa
wordorphrase.

b.Usefrequently
occurringaffixes
asacluetothe

meaningofa

word.

1* 2

3*

3*

Icanusecontextcluestofindthe
meaningofawordorphrase.

Icanuseprefixestodetermine
themeaningofaword.

Theoverallfocusoflanguagelearninginregardsto
vocabularyacquisitionistoguidestudentsasthey
makepurposefullanguagechoicesinwritingand
speakinginordertocommunicateeffectivelyinawide
rangeofprintanddigitaltexts.Studentsneedto
understandthediversityinstandardEnglishandthe
waysauthorsuseformalandinformalvoice(dialects,
registers)tocrafttheirmessageforspecificpurposes.
Studentsalsoneedstrategiesforlearningtomake
thesekindsofchoicesforthemselvesastheywriteand
speakindifferentcontextsandfordifferentpurposes.

Icanusesuffixestodetermine
themeaningofaword.

Asstudentsatthislevelfocusonwordacquisitionand
use,theintentoftheCCSSistointroducegrammatical
knowledgeinbasicwaysthatwillberelearnedinmore
sophisticatedcontextsintheuppergrades.

Learningwordsatthisstageincludesexploringdifferent
shadesofthesameverb(run/sprint),adjectivesof
differingintensity,andinflectionalforms;
understandingcategoriesofcommonconcepts/objects;
anddefiningwordsbycategory.

EssentialQuestions
Howdoaffixeschangethemeaningofaword?
Whatisarootword?
Howdocontextclueshelpdeterminethemeaningof
wordsorphrases?

c.Identify
frequently
occurringroot
words(e.g.,look)
andtheir
inflectionalforms
(e.g.,looks,
looked,looking).
Demonstrate
understandingofword
relationshipsand
nuancesinword
meanings.

1.L.5With
guidanceand
supportfrom
adults,
demonstrate
understandingof
word
relationshipsand
nuancesinword
meanings.
a.Sortwordsinto
categories(e.g.,
colors,clothing)
togainasenseof
theconceptsthe
categories
represent.

b.Definewords
bycategoryand
byoneormore
keyattributes
(e.g.,aduckisa
birdthatswims;a

3*

Icanidentifytherootwordand
theirinflectionalforms.(e.g.,
looks,looked,looking).

idea?

1* 2

1* 2

Whatisanattribute?
HowcanIuseattributestodefineaword?

Howcanconversations,reading,andread
aloudshelpstudentsusenewwordsandphrases?

Icansortwordsintocategories
(e.g.,colors,clothing).

HowcanIcategorizeandsortwords?
Howdosynonymschangethemeaningofan

Icandefineawordbyits
attribute(e.g.,aduckisabird
thatswims;atigerisalargecat
withstripes)

tigerisalargecat
withstripes).

c.
Identify
real
life
connections
betweenwords
andtheiruse
(e.g.,noteplaces
athomethatare
cozy).

Acquireanduse
accuratelyarangeof
generalacademicand
domain
specificwords
andphrasessufficient
forreading,writing,
speaking,andlistening

d.
Distinguis
hshadesof
meaningamong
verbsdifferingin
manner(e.g.,
look,peek,
glance,stare,
glare,scowl)and
adjectives
differingin
intensity(e.g.,
large,gigantic)by
definingor
choosingthemor
byactingoutthe
meanings.
1.L.6Usewords
andphrases
acquiredthrough
conversations,
readingandbeing
readto,and
respondingto

1* 2

2* 3

Icanidentifyreal
life
connectionsbetweenwordsand
theiruse(e.g.,noteplacesat
homethatarecozy).

I can tell the differences between

verbs that are similar in meaning
by defining, choosing, or acting it
out.

3*

3*

Icantellthedifferencesbetween
adjectivesthataresimilarin
meaningbydefining,choosing,or
actingitout.

Icanuseconjunctionstoshow
simplerelationships.(e.g.,Iwill
putonmyraincoatbecauseitis
rainingoutside.)


atthecollegeand
careerreadinesslevel;
demonstrate
independencein
gatheringvocabulary
knowledgewhen
encounteringan
unknownterm
importantto
comprehensionor
expression.

texts,including
usingfrequently
occurring
conjunctionsto
signalsimple
relationships
(e.g.,because).