With prompting and support, read informational texts appropriately complex for grade 1.


The writers of the CCSS collaborated with the Council of Chief State School Officers in hosting a one-hour webinar "The Common Core State Standards Supporting Districts and Teachers with Text Complexity" to share tools and resources to support teachers and districts with understanding and addressing text complexity


  • Background Knowledge
  • Informational Text

  • Nonfiction
  • Exposure to informational text can make students better readers and writers by improving their vocabulary and comprehension skills, building their background knowledge, and increasing motivation for reading.
  • Increase explicit teaching of comprehension strategies along with lots of opportunities for guided and independent practice.
  • Informational texts enable children to experience both language and content simultaneously.
  • With prompting and support, students in the first grade can independently read informational texts that have been specifically written to correlate to their reading level and their word knowledge.
  • Students in the first grade can use simple text coding to help them read informational text within the 1st grade complexity band and record their thinking. (For example, as they read, students can place a ? to indicate they have a question; a C to indicate something is confusing and a ! to indicate this is an important point.)
  • Students in the first grade listen to and respond to increasingly complex text through the process of engaging in rich, structured conversations with adults.
  • Students in the first grade can read (or listen to) a brief informational text selection and can explain orally in a few sentences what the selection was about.
  • When listening to texts within the first grade complexity band, students in the first grade can determine the main idea and key details. With prompting and support, they can use illustrations they see along with print information they hear to support their choice of main idea and details.
  • When students in the first grade read informational text selections independently, they practice word recognition skills, gain confidence, and build vocabulary.
  • Students in the first grade who can independently and confidently read informational texts that have been specifically written to correlate to their reading level and their word knowledge can:
    • ask and answer questions about key details in text
    • with prompting and support, identify the author’s purpose for writing and the main idea of the selection
    • use illustrations and key details in text to describe connections between two individuals, ideas, events or pieces of information
    • use text features to support comprehension of text
  • Students who are able to read informational texts that have been specifically written to correlate to their reading level and their word knowledge and are able to understand text read aloud at the higher end of their grade level complexity are prepared to handle the demands of increasingly sophisticated and dense texts as they move into higher grades and different content areas.
  •  First grade students must have the academic vocabulary necessary to understand text they read or listen to as well as to engage in rich conversations about that text.

what's this
  • How can teachers determine text complexity for students in grade 1? (Refer to the following website for a brief description of three factors used in measuring text complexity: Range, Quality, & Complexity » Measuring Text Complexity: Three Factors For More detailed information on text complexity and how it is measured, refer to Appendix A of the Common Core Standards Appendix A)
  • What resources are available to help teachers choose appropriate informational texts for first graders?
    (Refer to the following website for a list of sample texts representative of a wide range of topics and genres. (Texts Illustrating the Complexity, Quality, & Range of Student Reading K-5 (See also Common Core Standards Appendix B for excerpts of these and other texts illustrative of K–5 text complexity, quality, and range. Appendix B)
  • How can children be supported to read increasingly more complex informational texts at the grade 1 level?
  • What are the foundational reading skills first graders must master in order to be able to read informational texts at the first grade complexity level?
  • How can I (and do I) select instructional texts around topics or themes that generate knowledge and allow students to study those topics or themes in depth? (Refer to information on the K-5 range of texts at Staying on Topic Within a Grade & Across Grades)
  • How important is grade level academic vocabulary in choosing informational texts for first graders to read independently?
  • Why is it important to develop a classroom library that offers informational books at various levels of complexity?


Go to RI.K.10 to see skills mastered prior to this.
Go to RI.2.10 to see the progression of related skills.