Search the California Content Standards

Standard:
No standard for grade 1.

Standard:
No standard for grade 1.

Standard:
Distinguish how multiple different words with similar meaning (e.g., big, large, huge, enormous, gigantic) produce shades of meaning and a different effect on the audience.

Standard:
Distinguish how two different frequently used words (e.g., large versus small) produce a different effect on the audience.

Standard:
Distinguish how two different words with similar meaning (e.g., large versus enormous) produce shades of meaning and a different effect on the audience.

Standard:
Condense clauses in a variety of ways (e.g., through embedded clauses and other condensing, for example, through embedded clauses as in She’s a doctor. She’s amazing. She saved the animals. → She’s the amazing doctor who saved the animals) to create precise and detailed sentences in shared language activities guided by the teacher and independently.

Standard:
Condense clauses in simple ways (e.g., changing: I like blue. I like red. I like purple → I like blue, red, and purple) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.

Standard:
Condense clauses in a growing number of ways (e.g., through embedded clauses as in, She’s a doctor. She saved the animals. → She’s the doctor who saved the animals) to create precise and detailed sentences in shared language activities guided by the teacher and with increasing independence.

Standard:
Adjust language choices according to purpose (e.g., persuading, entertaining), task, and audience (e.g., peer-to-peer versus peer-to-teacher), with light support from peers or adults.

Standard:
Recognize that language choices (e.g., vocabulary) vary according to social setting (e.g., playground versus classroom), with substantial support from peers or adults.