Common Core Standards

Childhood Literacy is a major factor in the declining state of the American education system! Short Tales Press produces leveled reading material geared toward increasing fundamental literary skills in children who are struggling with reading and comprehension. Through the use of engaging storylines and recognizable characters, Short Tales Press leveled readers provide a foundation that will help your child throughout their education. Furthermore, Short Tales Press titles can be implemented across various technical platforms and strategies such as, Reading Recovery, Guided Reading and ESL programs as well as be used by parents at home. Whatever you child’s needs are, Short Tales Press Leveled Reading books can help you achieve their goals!
Common Core State Standards
Language Arts
Grade 1

CC.RL.1.: Reading Standards for Literature
: Key Ideas and Details
RL.1.1.: Ask and answer questions about key details in a text. materials correlated to this standard →

RL.1.2.: Retell stories, including key details, and demonstrate understanding of their central message or lesson. materials correlated to this standard →

RL.1.3.: Describe characters, settings, and major events in a story, using key details. materials correlated to this standard →

: Craft and Structure
RL.1.4.: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. materials correlated to this standard →

RL.1.5.: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. materials correlated to this standard →

RL.1.6.: Identify who is telling the story at various points in a text. materials correlated to this standard →

: Integration of Knowledge and Ideas
RL.1.7.: Use illustrations and details in a story to describe its characters, setting, or events. materials correlated to this standard →

RL.1.8.: (Not applicable to literature)
RL.1.9.: Compare and contrast the adventures and experiences of characters in stories.
: Range of Reading and Level of Text Complexity
RL.1.10.: With prompting and support, read prose and poetry of appropriate complexity for grade materials correlated to this standard →

CC.RI.1.: Reading Standards for Informational Text
: Key Ideas and Details
RI.1.1.: Ask and answer questions about key details in a text. materials correlated to this standard →

RI.1.2.: Identify the main topic and retell key details of a text. materials correlated to this standard →

RI.1.3.: Describe the connection between two individuals, events, ideas, or pieces of information in a text. materials correlated to this standard →

: Craft and Structure
RI.1.4.: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. materials correlated to this standard →

RI.1.5.: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.6.: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. materials correlated to this standard →

: Integration of Knowledge and Ideas
RI.1.7.: Use the illustrations and details in a text to describe its key ideas. materials correlated to this standard →

RI.1.8.: Identify the reasons an author gives to support points in a text. materials correlated to this standard →

RI.1.9.: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
: Range of Reading and Level of Text Complexity
RI.1.10.: With prompting and support, read informational texts appropriately complex for grade materials correlated to this standard →

CC.RF.1.: Reading Standards: Foundational Skills
: Print Concepts
RF.1.1.: Demonstrate understanding of the organization and basic features of print.
RF.1.1(a): Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). materials correlated to this standard →

: Phonological Awareness
RF.1.2.: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2(a): Distinguish long from short vowel sounds in spoken single-syllable words. materials correlated to this standard →

RF.1.2(b): Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. materials correlated to this standard →

RF.1.2(c): Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. materials correlated to this standard →

RF.1.2(d): Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). materials correlated to this standard →

: Phonics and Word Recognition
RF.1.3.: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3(a): Know the spelling-sound correspondences for common consonant digraphs. materials correlated to this standard →

RF.1.3(b): Decode regularly spelled one-syllable words. materials correlated to this standard →

RF.1.3(c): Know final -e and common vowel team conventions for representing long vowel sounds. materials correlated to this standard →

RF.1.3(d): Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. materials correlated to this standard →

RF.1.3(e): Decode two-syllable words following basic patterns by breaking the words into syllables. materials correlated to this standard →

RF.1.3(f): Read words with inflectional endings.
RF.1.3(g): Recognize and read grade-appropriate irregularly spelled words. materials correlated to this standard →

: Fluency
RF.1.4.: Read with sufficient accuracy and fluency to support comprehension.
RF.1.4(a): Read on-level text with purpose and understanding. materials correlated to this standard →

RF.1.4(b): Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4(c): Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CC.W.1.: Writing Standards
: Text Types and Purposes
W.1.1.: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
W.1.2.: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.3.: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
: Production and Distribution of Writing
W.1.4.: (Begins in grade 3)
W.1.5.: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
W.1.6.: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
: Research to Build and Present Knowledge
W.1.7.: Participate in shared research and writing projects (e.g., explore a number of ”how-to” books on a given topic and use them to write a sequence of instructions).
W.1.8.: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.1.9.: (Begins in grade 4)
: Range of Writing
W.1.10.: (Begins in grade 3)

CC.SL.1.: Speaking and Listening Standards
: Comprehension and Collaboration
SL.1.1.: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1(a): Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1(b): Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1(c): Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2.: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. materials correlated to this standard →

SL.1.3.: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
: Presentation of Knowledge and Ideas
SL.1.4.: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5.: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6.: Produce complete sentences when appropriate to task and situation.

CC.L.1.: Language Standards
: Conventions of Standard English
L.1.1.: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1(a): Print all upper- and lowercase letters.
L.1.1(b): Use common, proper, and possessive nouns. materials correlated to this standard →

L.1.1(c): Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
L.1.1(d): Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). materials correlated to this standard →

L.1.1(e): Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). materials correlated to this standard →

L.1.1(f): Use frequently occurring adjectives. materials correlated to this standard →

L.1.1(g): Use frequently occurring conjunctions (e.g., and, but, or, so, because). materials correlated to this standard →

L.1.1(h): Use determiners (e.g., articles, demonstratives).
L.1.1(i): Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1(j): Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. materials correlated to this standard →

L.1.2.: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2(a): Capitalize dates and names of people. materials correlated to this standard →

L.1.2(b): Use end punctuation for sentences. materials correlated to this standard →

L.1.2(c): Use commas in dates and to separate single words in a series. materials correlated to this standard →

L.1.2(d): Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2(e): Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
: Knowledge of Language
L.1.3.: (Begins in grade 2)
: Vocabulary Acquisition and Use
L.1.4.: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4(a): Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4(b): Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4(c): Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5.: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5(a): Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. materials correlated to this standard →

L.1.5(b): Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). materials correlated to this standard →

L.1.5(c): Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5(d): Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. materials correlated to this standard →

L.1.6.: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). materials correlated to this standard →