1st Grade ELA (Arizona ELA Standards)

Reading Standards for Literature

• 1.RL.1 Ask and answer questions about the important details of a story.
• 1.RL.2 Retell stories with key details and show understanding of the central message or lesson.
• 1.RL.3 Describe the characters, setting and major events of a story using key details.
• 1.RL.4 Spot words in stories or poems that point to feelings or to the senses.
• 1.RL.5 Explain major differences between storybooks and books that give information, drawing on wide reading.
• 1.RL.6 Identify who is telling the story at different points in a text.
• 1.RL.7 Describe a story's characters, setting or events using its pictures and details.
• 1.RL.9 Say how characters' adventures and experiences in stories are alike and different.
• 1.RL.10 With help, read grade 1 level stories and poems.

Reading Standards for Informational Text

• 1.RI.1 Ask and answer questions about the important facts in an informational text.
• 1.RI.2 Say what a text is mostly about and retell its important details.
• 1.RI.3 Explain how two people, events, ideas or facts in a text are linked.
• 1.RI.4 Use questions to figure out or check what words and phrases mean.
• 1.RI.5 Know and use text features (headings, glossaries, icons and similar) to find key facts.
• 1.RI.6 Tell apart information given by pictures and information given by the words.
• 1.RI.7 Describe a text's main ideas using its pictures and details.
• 1.RI.8 Find the reasons an author gives for the points made.
• 1.RI.9 Spot simple ways two texts about one topic are alike and different.
• 1.RI.10 With prompting and support, read informational texts (functional, social studies, science, technical) suited to grade 1.

Reading Standards: Foundational Skills

• 1.RF.1 Show understanding of how print is organized and its basic features.
  • a. Recognize what marks a sentence (first-word capital, end punctuation).
• 1.RF.2 Show awareness of spoken words, their syllables and their individual sounds (phonemes).
  • a. Tell long from short vowel sounds in spoken one-syllable words.
  • b. Blend sounds orally, including consonant blends, to say one-syllable words.
  • c. Isolate and say the first, middle vowel and last sounds in spoken one-syllable words.
  • d. Segment spoken one-syllable words of three to five sounds into individual sounds.
  • e. Orally produce groups of rhyming words using different letter patterns and blends.
  • f. Make new words by adding, swapping or deleting sounds in spoken words.
• 1.RF.3 Use grade-level phonics and word-analysis skills to read one- and two-syllable words.
  • a. Know the sounds of common consonant digraphs (e.g. th, sh, ch).
  • b. Decode regularly spelled one-syllable words.
  • c. Count the syllables in a written word by listening for its vowel sounds.
  • d. Know and use the six syllable types to decode grade-level words. (being checked)
  • e. Read words with inflectional endings such as -s, -ed and -ing.
  • f. Read grade-appropriate irregularly spelled words.
• 1.RF.4 Read with enough accuracy and fluency to support comprehension.
  • a. Read texts at grade level with a clear purpose and understanding.
  • b. Read grade-level text aloud accurately, at a suitable rate and with expression, over repeated readings.
  • c. Use context to confirm or correct word reading, rereading as needed.

Writing Standards

• 1.W.1 Write opinion pieces that name the topic, state an opinion, give a reason and end with closure.
• 1.W.2 Write informative texts that name a topic, give some facts and end with closure.
• 1.W.3 Write narratives of two or more events in order, with details, time words and an ending.
• 1.W.4 With guidance and support, produce writing whose development and organization suit the task and purpose.
• 1.W.5 With guidance and support, focus on a topic, respond to peers and add details to strengthen writing.
• 1.W.6 With adult help, use digital tools to create and share writing, sometimes with classmates.
• 1.W.7 Join class research and writing projects, such as making a how-to book of step-by-step directions.
• 1.W.8 With guidance and support, recall information from experience or gather it from given sources to answer a question.

Writing Foundations (Arizona)

• 1.WF.1 Show handwriting skills by forming letters correctly and spacing them consistently.
  • a. Write all upper- and lowercase manuscript letters from memory with correct strokes.
  • b. Write the usual letter or letter group for each speech sound.
  • c. Leave suitable spaces between letters and between words.
• 1.WF.2 Use sound-letter connections when writing.
  • a. Break two- and three-sound syllables into sounds and write a letter for each.
  • b. Write vowels and consonants, knowing every syllable needs a vowel.
• 1.WF.3 Use phonics and word analysis to spell words when writing.
  • a. Spell common regular one-syllable words using taught patterns.
  • a.1. Spell short vowels and single consonants in simple words.
  • a.2. Spell words with qu, x, ck, sh and doubled final letters.
  • a.3. Spell words with consonant blends at the beginning or end.
  • a.4. Spell long-vowel patterns (silent e, vowel teams, open syllables).
  • a.5. Spell r-controlled vowels (er, ar, or).
  • b. With support, spell grade-level words with inflectional endings on verbs, nouns and adjectives.
  • b.1. With support, add -ing, -ed or -s to verbs without changing the base word.
  • b.2. With support, add -s or -es to nouns without changing the base word.
  • b.3. With support, add -er or -est to adjectives without changing the base word.
  • c. With support, spell two-syllable words, including -y endings, compounds and closed syllables.
  • c.1. With support, spell words ending in -y or -ly (e.g. smelly).
  • c.2. With support, spell common compound words.
  • c.3. With support, spell two-syllable words made of two closed syllables.
  • d. Spell grade-level words from a research-based list, both irregular and pattern-based.
  • d.1. Spell irregular words whose spelling does not match their sound.
  • d.2. Spell words that follow common letter patterns.
  • e. Spell unfamiliar words phonetically using sound awareness and spelling conventions.

Speaking and Listening Standards

• 1.SL.1 Take part in conversations with different partners about grade 1 topics and texts, in small and larger groups.
  • a. Follow agreed rules for discussion, such as listening with care and taking turns.
  • b. Build on others' talk by responding to their comments over several exchanges.
  • c. Ask questions to clear up confusion about topics and texts.
• 1.SL.2 Ask and answer questions about the important details of a read-aloud or a presentation.
• 1.SL.3 Ask and answer questions of a speaker to get more information or clarify.
• 1.SL.4 Describe people, places, things and events with fitting details, sharing ideas and feelings clearly.
• 1.SL.5 Add drawings or other visuals to descriptions when they help clarify ideas, thoughts and feelings.
• 1.SL.6 Speak in complete sentences when the task and situation call for it.

Language Standards

• 1.L.1 Use correct standard English grammar when speaking and writing.
  • a. Use common, proper and possessive nouns.
  • b. Match verbs to singular and plural nouns in simple sentences (e.g. he hops, we hop).
  • c. Use pronouns for people, ownership and unspecified things (e.g. I, their, anyone).
  • d. Use verbs to show past, present and future time.
  • e. Use frequently occurring adjectives.
  • f. Use common conjunctions (and, but, or, so, because).
  • g. Use determiners such as articles and demonstratives (a, the, this, that).
  • h. Use common prepositions (e.g. during, beyond, toward).
  • i. Produce and expand simple and compound sentences.
  • j. When prompted, recognize and name declarative, interrogative, imperative and exclamatory sentences.
  • k. Put several sentences in a logical order to support a main idea or story.
• 1.L.2 Show command of capitalization, punctuation and spelling when writing.
  • a. Capitalize dates and people's names.
  • b. Use end punctuation for sentences.
  • c. Put commas in dates and between words in a list.
• 1.L.4 With guidance, work out unknown and multiple-meaning words by choosing from a range of strategies.
  • a. Use common prefixes and suffixes as clues to meaning.
  • b. Recognize common root words and their inflected forms (e.g. look, looked).
  • c. Use sentence context as a clue to a word's meaning.
• 1.L.5 With guidance and support, show understanding of word relationships and shades of meaning.
  • a. Group words (e.g. colors, clothing) to understand what each category means.
  • b. Define words by category and one or more key attributes.
  • c. Find real-life links between words and their use (e.g. cozy places at home).
  • d. Tell apart shades of meaning among similar verbs and adjectives, including with synonyms and antonyms.
• 1.L.6 Use words and phrases learned through conversation and reading, including linking words such as because.