Grade 1 English Language Arts Standards

1.F.PA.4Syllable Manipulation

Across the grades →

• 1.F.PA.4.a

  Reinforce as appropriate.

• 1.F.PA.4.b

  Reinforce as appropriate.

• 1.F.PA.4.c

  Reinforce as appropriate.

• 1.F.PA.4.d

  Add, delete, and substitute syllables in spoken words. ​

1.F.PA.5Onsets and Rimes

Across the grades →

• 1.F.PA.5.a

  Blend onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions. ​

• 1.F.PA.5.b

  Segment onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions.

1.F.PA.6Phonemic Awareness Overview

Across the grades →

• 1.F.PA.6.a

  Isolate and pronounce initial, medial, and final sounds in spoken one- syllable words, including words with digraphs and blends.

• 1.F.PA.6.b

  Distinguish between short and long vowel sounds in spoken one-syllable words.

• 1.F.PA.6.c

  Blend and segment up to five phonemes, including consonant blends and digraphs, in spoken words.

• 1.F.PA.6.d

  Add, delete, and substitute phonemes in spoken one-syllable words with three or more phonemes.

1.F.P.1Phoneme-Grapheme Correspondences

Across the grades →

• 1.F.P.1.a

  Identify and produce phoneme-grapheme correspondences for frequently used consonant blends and digraphs. ​

• 1.F.P.1.b

  Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e and vowel digraphs.

1.F.P.2Phonics-Based Decoding

Across the grades →

• 1.F.P.2.a

  Decode regularly spelled one-syllable words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CVVC, CCVCC), including high-frequency words.

• 1.F.P.2.b

  Identify and decode parts of irregularly spelled words, including high-frequency words.

• 1.F.P.2.c

  Decode one-syllable nonsense words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CVVC, CCVCC). ​

• 1.F.P.2.d

  Decode two-syllable words with basic patterns by applying knowledge of basic syllable types. ​

• 1.F.P.2.e

  This progression ends in kindergarten.

1.F.P.3Encoding with Phonics

Across the grades →

• 1.F.P.3.a

  Encode regularly spelled one-syllable words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC), including high-frequency words.

• 1.F.P.3.b

  Identify and encode irregularly spelled words, including high-frequency words.

• 1.F.P.3.c

  Encode one-syllable nonsense words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC).

• 1.F.P.3.d

  Encode two-syllable words with basic patterns by applying knowledge of basic syllable types.

1.F.P.4Progression Begins in 3rd Grade

Across the grades →

1.F.F.1Oral and Silent Reading Fluency

Across the grades →

• 1.F.F.1.a

  Increase sight word vocabulary using decoding skills by reading grade- appropriate regularly and irregularly spelled words, including high-frequency words, in isolation and context with increasing automaticity.

• 1.F.F.1.b

  Read a wide range of grade-level texts aloud with increasing accuracy.

• 1.F.F.1.c

  Read a wide range of grade-level texts aloud with appropriate prosody (phrasing, expression, juncture/pause, and intonation) to demonstrate understanding.

• 1.F.F.1.d

  Self-correct while reading text (silently or aloud) to improve comprehension and fluency, rereading as necessary.

1.F.H.1Print Letter Formation

Across the grades →

• 1.F.H.1.a

  Form all uppercase and lowercase letters and words with accuracy and consistency.

• 1.F.H.1.b

  Form words with accuracy and consistency.

• 1.F.H.1.c

  Use appropriate spacing between letters, words, and sentences across lines on a page.

1.F.H.2Transcription and Handwriting Fluency

Across the grades →

• 1.F.H.2.a

  Perform basic transcription skills.

• 1.F.H.2.b

  Build handwriting fluency by forming accurate letters and words with increasing speed.

1.F.H.3Cursive Reading Progression

Across the grades →

1.F.H.4Cursive Writing Progression

Across the grades →

1.P.EICC.1Reader and Writer Identity

Across the grades →

• 1.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 1.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

• 1.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 1.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

• 1.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

• 1.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

1.P.EICC.2Purposeful Text Engagement

Across the grades →

• 1.P.EICC.2.a

  Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

• 1.P.EICC.2.b

  Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

• 1.P.EICC.2.c

  Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

• 1.P.EICC.2.d

  Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

• 1.P.EICC.2.e

  Consume and produce texts in order to solve problems or influence decisions. (I/C)

1.P.EICC.3Before, During, After Reading Strategies

Across the grades →

• 1.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 1.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 1.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

• 1.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 1.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 1.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 1.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

1.P.EICC.4Writing Processes Overview

Across the grades →

• 1.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 1.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 1.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 1.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 1.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

• 1.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 1.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

• 1.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

1.P.ST.1Context in Texts

Across the grades →

• 1.P.ST.1.a

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 1.P.ST.1.b

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 1.P.ST.1.c

  Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

1.P.ST.2Author Audience and Purpose

Across the grades →

• 1.P.ST.2.a

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 1.P.ST.2.b

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 1.P.ST.2.c

  Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

1.P.AC.1Reading Like a Writer

Across the grades →

• 1.P.AC.1.a

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 1.P.AC.1.b

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 1.P.AC.1.c

  Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

• 1.P.AC.1.d

  Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

1.P.AC.2Writing for Audience and Purpose

Across the grades →

• 1.P.AC.2.a

  Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

• 1.P.AC.2.b

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 1.P.AC.2.c

  Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

• 1.P.AC.2.d

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

1.P.AC.3Text Design Impact

Across the grades →

• 1.P.AC.3.a

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 1.P.AC.3.b

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 1.P.AC.3.c

  Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

• 1.P.AC.3.d

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

1.P.CP.1Collaborative Goal Achievement

Across the grades →

• 1.P.CP.1.a

  Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

• 1.P.CP.1.b

  Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

• 1.P.CP.1.c

  Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

• 1.P.CP.1.d

  Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

1.P.CP.2Audience-Tailored Presentation

Across the grades →

• 1.P.CP.2.a

  Communicate clearly to present ideas, information, and texts. (I/C)

• 1.P.CP.2.b

  Integrate modes and genres most appropriate to purpose and audience. (I/C)

• 1.P.CP.2.c

  Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

• 1.P.CP.2.d

  Engage in dialogue with audiences by asking and answering questions. (I/C)

• 1.P.CP.2.e

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

1.L.GC.1Grammar and Mechanics Conventions

Across the grades →

• 1.L.GC.1.5

  Form regular plural nouns by adding -s or -es. (Master)

• 1.L.GC.1.6

  Form and use verbs by adding -ing, -ed, or -s. (Master)

• 1.L.GC.1.7

  Use action verbs. (Master)

• 1.L.GC.1.8

  Use adjectives and adverbs. (Continue)

• 1.L.GC.1.9

  Use common and proper nouns. (Continue)

• 1.L.GC.1.10

  Form and use the simple verb tenses. (Continue)

• 1.L.GC.1.11

  Use determiners (articles, possessive determiners, demonstrative adjectives). (Continue)

• 1.L.GC.1.12

  Capitalize proper nouns. (Continue)

• 1.L.GC.1.13

  Use periods, exclamation marks, and question marks at the end of sentences. (Continue)

• 1.L.GC.1.14

  Form plural nouns by changing -y to -ies. (Introduce)

• 1.L.GC.1.15

  Use personal pronouns (subject, object, and possessive). (Introduce)

• 1.L.GC.1.16

  Use frequently occurring prepositions. (Introduce)

• 1.L.GC.1.17

  Use commas to separate items in a series and to format dates, addresses, salutations, and closings. (Introduce)

• 1.L.GC.1.18

  Use apostrophes to form contractions and singular possessive nouns. (Introduce)

• 1.L.GC.1.19

  Form and use irregular plural nouns. (Introduce)

• 1.L.GC.1.20

  Form and use the past tense of irregular verbs. (Introduce)

• 1.L.GC.1.21

  Use coordinating conjunctions to join words, phrases, or clauses. (Introduce)

1.L.GC.2Complete Sentence Syntax

Across the grades →

• 1.L.GC.2.a

  Distinguish between complete and incomplete simple sentences, and identify sentence type (i.e., declarative, imperative, interrogative, and exclamatory). (I)

• 1.L.GC.2.b

  Use a variety of simple sentences (including a variety of sentence types) to develop clarity in written texts. (C)

• 1.L.GC.2.c

  Use singular and plural subjects with matching verbs. (C)

• 1.L.GC.2.d

  With adult support, use adjectives or adverbs to add details or clarify meaning. (C)

• 1.L.GC.2.e

  This progression begins in 9th grade.

1.L.V.1General and Academic Vocabulary

Across the grades →

• 1.L.V.1.a

  Acquire general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I)

• 1.L.V.1.b

  Use grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings. (C)

1.L.V.2Word Analysis Skills

Across the grades →

• 1.L.V.2.a

  Identify frequently occurring root words (e.g., look) and inflectional endings used to form and comprehend new words (e.g., looks, looked, looking). (I)

• 1.L.V.2.b

  This progression begins in 3rd grade.

• 1.L.V.2.c

  Construct words using frequently occurring root words and inflectional endings. (C)

• 1.L.V.2.d

  This progression begins in 6th grade.

1.L.V.3Word Meaning and Reference

Across the grades →

• 1.L.V.3.a

  Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I)

• 1.L.V.3.b

  Identify the relationship between words and their synonyms and antonyms. (I)

• 1.L.V.3.c

  Distinguish shades of meaning among verbs that describe the same general action (e.g., walk, march, strut, prance). (I)

• 1.L.V.3.d

  With teacher support, use a picture dictionary or digital resource to clarify the meaning of unknown words and phrases. (I)

• 1.L.V.3.e

  Use knowledge of word relationships and learned vocabulary words and phrases when making word choices in speaking and writing. (C)

1.T.C.1Author's Purpose and Audience

Across the grades →

• 1.T.C.1.a

  Identify the general purpose (e.g., to tell stories, to provide information, to share opinions, to explain ideas) and target audience in a variety of texts. (I)

• 1.T.C.1.b

  Identify different modes of communication: print, digital, auditory, and visual. (I)

• 1.T.C.1.c

  Create texts in teacher-selected modes (e.g., print, digital, auditory, and/or visual). (C)

1.T.C.2Authors and Speakers

Across the grades →

• 1.T.C.2.a

  Identify who is speaking or telling the story at various points in a text. (I)

• 1.T.C.2.b

  This progression begins in 6th grade.

• 1.T.C.2.c

  This progression begins in 3rd grade.

• 1.T.C.2.d

  This progression begins in 6th grade.

1.T.SS.1Text Organizational Structures

Across the grades →

• 1.T.SS.1.a

  Identify and use various text features (e.g., diagrams, tables of contents) to locate information and make meaning in texts. (I)

• 1.T.SS.1.b

  Use text features (e.g., illustrations, page numbers, bold print, headings) to add clarity and meaning to texts. (C)

• 1.T.SS.1.c

  Use transition words or phrases, such as once upon a time, next, and last, to sequence events and actions. (C)

• 1.T.SS.1.d

  This progression begins in 3rd grade.

1.T.SS.2Descriptive and Engaging Language

Across the grades →

• 1.T.SS.2.a

  Identify and explain the use of descriptive words in texts. (I)

• 1.T.SS.2.b

  Use descriptive words to craft engaging texts. (C)

• 1.T.SS.2.c

  This progression begins in 6th grade.

1.T.T.1Narrative Techniques Overview

Across the grades →

• 1.T.T.1.a

  Identify techniques used to craft stories, including characters, setting, major events, and dialogue. (I)

• 1.T.T.1.b

  Identify a simple plot with a problem and solution. (I)

• 1.T.T.1.c

  Describe traits of the main characters and explain how their words and actions support the central message, lesson, or moral of the story. (I)

• 1.T.T.1.d

  With adult support, compare and contrast characters and their experiences in stories across diverse cultures. (I)

• 1.T.T.1.e

  Use knowledge of narrative techniques (e.g., characters, settings, events) to create texts that share real or imagined experiences and events with a sense of closure. (C)

1.T.T.2Expository Techniques Overview

Across the grades →

• 1.T.T.2.a

  Identify techniques used to craft expository texts, including main topic and supporting details. (I)

• 1.T.T.2.b

  Describe the connection between two individuals, events, ideas, or pieces of information in a text. (I)

• 1.T.T.2.c

  This progression begins in 3rd grade.

• 1.T.T.2.d

  Use knowledge of expository techniques to introduce a topic, supply facts about the topic, and provide a sense of closure. (C)

1.T.T.3Opinion Techniques Overview

Across the grades →

• 1.T.T.3.a

  Identify techniques used to craft opinion texts, including the author’s opinion and supporting reasons. (I)

• 1.T.T.3.b

  This progression begins in 9th grade.

• 1.T.T.3.c

  Use knowledge of opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, and provide two or more reasons to support the opinion with linking words and and because. (C)

• 1.T.T.3.d

  This progression begins in 9th grade.

1.T.T.4Poetic Techniques Overview

Across the grades →

• 1.T.T.4.a

  Identify and describe poetic techniques used to craft texts, including rhyme, alliteration, and repeated lines. (I)

• 1.T.T.4.b

  Use poetic techniques to create poems using simple words and/or phrases that may or may not rhyme. (C)

1.T.RA.1Research and Inquiry

Across the grades →

• 1.T.RA.1.a

  Ask questions about topics of interest for research. (I)

• 1.T.RA.1.b

  Work collaboratively or individually to conduct research on a shared or personal topic of interest by gathering and organizing information from provided sources (including print, digital, and personal communication) using graphic organizers or other support aids. (I)

• 1.T.RA.1.c

  Share relevant and accurate information through a variety of different modes. (C)

1.T.RA.2Curating Sources and Evidence

Across the grades →

• 1.T.RA.2.a

  Refer to parts of texts when supporting an idea, answer, or opinion. (I)

• 1.T.RA.2.b

  Explore various sources of information, including print, digital, and personal communication. (I)

• 1.T.RA.2.c

  This progression begins in 5th grade.