Read original short stories, poems and informational texts, try questions with helpful explanations, then speak, spell and retell with an adult.
These independently authored classroom questions support 14 Grade 1 B.E.S.T. reading, foundational and vocabulary benchmarks. The curriculum inventory is not an official Star item blueprint. Choice practice gives partial phonics support; an adult must hear decoding and observe spelling, fluency, retelling and vocabulary use. These questions are not an adaptive test, a full official test or a prediction of official scores.
Read the supplied texts and choose one answer. Look at both texts when two are shown. Poem lines and spaces between stanzas matter. Use a hint when you need help; explanations point back to the text.
Ask for a hint when you need one. All levels use the same original questions.
0 of 28 questions reviewed in this skill selection. This is practice, with no official score.
Question 1 of 28 · ELA.1.F.1.1
Cover Our Bean Bed Written by Nora Vale Illustrated by Eli Moss
Page 1: Table of Contents Planting Seeds . . . 2 Giving Water . . . 4 Glossary . . . 6
Page 2: Planting Seeds Put a bean seed in the soil. A sprout can grow from the seed.
Page 4: Giving Water Give the bean plant water each morning.
Page 6: Glossary sprout: a young plant soil: the earth in which plants grow
Open the adult guidance for original texts, words, materials and observations. For listening activities, keep the script hidden while the child hears your voice. For decoding, show the written words on paper and listen to the child read them. These are unscored adult observations, without a timer or a fluency passing cutoff. Adult-led listening is classroom practice.
Unscored adult observations. Listen, speak, and practice together.
Listen to your adult. Then say your answer.
Activity 1 of 22
These are spoken sounds, not letter names. /i/ means the short vowel in sit, /a/ in cat, /o/ in stop, /u/ in sun, and /e/ in set. Say consonants cleanly without adding an ‘uh’. Do not print or show target words or sound strings to the child. F.1.2a: Say ship, then ask the child to segment its sounds and name first, middle and last: /sh/ /i/ /p/. Repeat with catch: /k/ /a/ /ch/. Then say stop and ask for every sound: /s/ /t/ /o/ /p/; first /s/, inside /t/ and /o/, last /p/. The sh digraph and tch trigraph each spell one sound, while the st blend has two. Those spelling facts are adult guidance only.
Expected response: ship: /sh/ /i/ /p/ (three phonemes); catch: /k/ /a/ /ch/ (three); stop: /s/ /t/ /o/ /p/ (four). The child identifies the beginning, interior and ending sounds rather than counting letters.
Benchmarks: ELA.1.F.1.2
FAST means Florida Assessment of Student Thinking. Grade 1 normally uses Star Early Literacy in PM1 and PM2 and must attempt Star Reading in PM3. An official Early Literacy Unified Scale Score of 852 or higher permits a move to Reading in the next period, including Grade 1 PM1 after a qualifying kindergarten result. A district may direct Grade 1 Reading throughout the year. After two unsuccessful official Reading practice attempts, the district should administer Early Literacy for instructional information. Results on this site do not decide a child's assessment placement.
Official K–2 FAST assessments require headphones; Star Reading includes audio clips. A human oral-presentation accommodation covers questions and response options, rather than general passage reading. Follow the school's IEP or 504 guidance. This local practice uses adult guidance and does not recreate official audio delivery. See the 2026–27 K–2 FAST fact sheet and the official resources below.