Grade 1 ELA Arizona Standards

Construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

Ask and answer questions such as who, what, where, why, when, and how about key details in a text.

Identify key details in a variety of literary texts and presentations.

Sequence a series of events using key words and phrases.

Identify the central idea of literary texts and presentations.

Identify and describe similarities and differences within a text.

Ask and answer questions such as who, what, where, why, when, and how about key details in a text that support the main idea.

Retell stories to include key details in a variety of literary texts and presentations.

Sequence a series of events using transitions.

Identify the central idea of literary texts and presentations.

Identify and describe similarities and differences within a text.

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Use common, proper, and possessive nouns.

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.).

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Use frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use determiners (e.g., articles, demonstratives).

Use frequently occurring prepositions (e.g., during, beyond, toward).

Produce and expand complete simple and compound sentences.

In response to prompts, distinguish between and identify declarative, interrogative, imperative, and exclamatory sentences.

Write multiple sentences in an order that supports a main idea or story.

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Capitalize dates and names of people.

Use end punctuation for sentences.

Use commas in dates and to separate single words in a series.

(Begins in grade 2)

With guidance and support from adults, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Use frequently occurring affixes as a clue to the meaning of a word.

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Use sentence-level context as a clue to the meaning of a word or phrase.

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

With prompting and support, identify synonyms and antonyms and distinguish shades of meaning among verbs differing in manner (e.g. look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (eg. large, gigantic) by defining or choosing them or by acting out the meanings

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Respond to simple literal questions.

Identify key words and phrases in a variety of literary texts and presentations.

Restate a sequence of events using key words.

Identify the topic of literary texts and presentations.

Identify basic similarities and differences within a familiar text.

Demonstrate understanding of the organization and basic features of print.

Recognize the distinguishing features of a sentence (e.g., capitalization of first word and ending punctuation).

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Distinguish long from short vowel sounds in spoken single-syllable words.

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., /s/p/l/a/t/).

Orally generate a series of rhyming words using a variety of phonograms (e.g., -ed, -ake, -ant, ain) and consonant blends (e.g., /bl/, /st/, /tr/).

Manipulate phonemes (add, substitute, and delete individual phonemes) in words to make new words.

Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.

Know the spelling-sound correspondences for common consonant digraphs.

Decode regularly spelled one-syllable words.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Recognize and apply all six syllable types when decoding grade level texts.

Read words with inflectional endings.

Recognize and read grade-appropriate irregularly spelled words.

Read with sufficient accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding.

Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Ask and answer questions such as who, what, where, why, and how about key details in a text.

With prompting and support, read informational texts, including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text using key details.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Use the illustrations and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Ask and answer questions such as who, what, where, why, when, and how about key details in a text.

With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.

Retell stories, including key details, and demonstrate understanding of their main idea, central message, or lesson.

Describe characters, settings, and major events in a story, using key details.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Identify who is telling the story at various points in a text.

Use illustrations and details in a story to describe its characters, setting, or events.

(Not applicable to literature)

Compare and contrast the adventures and experiences of characters in stories.

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

Ask questions to clear up any confusion about the topics and texts under discussion.

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task and situation.

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

(Begins in grade 3)

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above).

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With guidance and support from adults, participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

(Begins in grade 4)

Demonstrate and apply handwriting skills.

Write upper and lower case manuscript alphabet from memory using correct letter formation.

Write the common grapheme (letter or letter group) for each phoneme.

Write with appropriate spacing between letters and words.

Demonstrate and apply sound-letter concepts when writing.

Orally segment the phonemes in any single-syllable, spoken word.

Demonstrate and understand that each syllable is organized around a vowel sound.

Know and apply phonics and word analysis skills when encoding words.

Spell common, regular, single-syllable words using:

Short vowels and single consonants.

Consonant graphemes including qu, x, and -ck; digraphs (e.g., thin, shop, when, much, sing); and doubled letters (e.g., off, will, mess).

Initial and final consonant blends (e.g., must, slab, plump).

Long vowel patterns spelled correctly, including VCe (Vowel-Consonant-silent e) (e.g., came, like), common vowel teams (e.g., boat, play, wait, see, team, right), and open syllables (e.g., go, cry).

Vowel-r combinations, including er, ar, or (e.g., car, her, stir, for, burn).

With prompting and support, spell on-level words with inflectional endings:

Verbs with -ing, -ed, -s, and no change in the base word (e.g., snowed, playing, jumps).

Nouns with -s, -es, and no change to the base word (e.g., rugs, kisses).

Adjectives with -er, -est, and no change to the base word (e.g. slower, slowest).

With prompting and support, spell on-level two-syllable words, including:

Words that end in -y or -ly (e.g., smelly, gladly).

Common compound words (e.g., hotdog, mailbox).

Words with two closed syllables (e.g., rabbit, wagon).

Spell grade-level appropriate words in English as found in a research-based list, including:

Irregular words (e.g., said, what, are, they, was).

Pattern based words (e.g., he, him, for, in, by, like).

Spell unfamiliar words phonetically, applying phonemic awareness and spelling conventions.

Using an increasing range of singular and plural nouns.

Using a wider range of prepositional phrases (e.g. , after lunch) to provide detail (e.g., time, manner, place, cause) about a familiar or new activity or process .

Using a wider range of frequently occurring conjunctions (e.g., and, but, because).

Increasingly using appropriate word order (subject-verb-object) in declarative, imperative, and interrogative sentences.

Using an increasing range of common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

Using possessive with some familiar nouns (e.g., That is Mary’s backpack.).

Using personal subject and object pronouns.

Using verbs distinguishing present progressive and simple present.

Using an increasing range of verbs in the simple present and simple past, including familiar irregular past forms (e.g. , ate, ran, sang).

Using an increasing range of verbs in the future with “going to” and “will”.

Applying subject - verb agreement using an increasing range of nouns and verbs.

Using an increasing number of frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).

Using grade-appropriate singular and plural nouns.

Using a variety of prepositional phrases (e.g. , toward the playground) to provide detail (e.g., time, manner, place, cause) .

Using frequently occurring conjunctions (e.g., and, but, or, so, because).

Using appropriate word order (subject-verbobject) in declarative, imperative, and interrogative sentences.

Using grade-appropriate common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

Using possessives with grade-appropriate nouns. (e.g., That is Mary’s backpack).

Using personal (subject and object), possessive, and indefinite pronouns

Using verbs in the past progressive.

Using grade - appropriate verbs in the simple present and simple past, including irregular past forms (e.g. , drank, sat, wrote).

Using grade - appropriate verbs in the future with “going to” and “will”.

Applying subject - verb agreement using grade -appropriate nouns and verbs.

Using a variety of frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).

Using some familiar singular and plural nouns.

Beginning to use some frequently occurring prepositional phrases (e.g., on the table) to provide detail (e.g., time, manner, place, cause) about a familiar activity or process .

Using some simple, frequently occurring conjunctions (e.g., and, but).

Beginning to use appropriate word order (subject-verb-object) in basic declarative and imperative sentences.

Using some familiar common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

Recognizing possessive nouns (e.g., That is Mary’s backpack.).

Beginning to use personal subject and object pronouns.

Using familiar verbs in the present progressive.

Using some familiar verbs in the simple present and simple past, including irregular past forms for frequently used verbs (e.g. , had, was, went).

Using some familiar verbs in the future with “going to”

Applying subject -verb agreement using familiar nouns and verbs

Recognizing and use some frequently occurring adjectives (i.e. , descriptive, possessive, demonstrative).

Determine the meaning of general academic, and content-specific words and phrases, and some common expressions

Determine the meaning of less frequently occurring words and phrases and general academic and content-specific vocabulary, and some common idiomatic expressions.

Answer questions to help determine the meaning of some frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events.

Speak and write about grade appropriate complex literary and informational texts and topics.

Communicate simple messages about a variety of topics, experiences, or events.

Add appropriate drawings or other visual displays to clarify thoughts and feelings about a variety of topics, experiences, or events.

Compose short written texts using appropriate conventions (narrative and informational).

Produce writing with appropriate organization on a variety of topics, experiences, or events using sentence frames.

Communicate oral presentations about a variety of topics, experiences, or events.

Add appropriate drawings or other visual displays to clarify thoughts, feelings, and ideas about a variety of topics, experiences, or events.

Compose written narratives and informational texts using appropriate conventions.

Produce writing with appropriate organization on a variety of topics, experiences, or events.

Communicate simple information or feelings about familiar topics, experiences, or events.

Add appropriate drawings or other visual displays to provide additional detail to familiar topics, experiences, or events.

Compose written statements about familiar text and topics using appropriate conventions.

Produce writing about a variety of topics, experiences, or events using graphic organizers and sentence frames.

Express an opinion or preference using phrases about a familiar topic or story

Identify and use phrases that signal closure.

Express an opinion about a given topic or story and use justification.

Provide a sense of closure to an opinion.

Express an opinion using words and/or illustrations about a familiar topic.

Identify and use words that signal closure.

Respond to questions and suggestions from peers and add details to strengthen writing as needed.

Demonstrate awareness of differences between informal playground speech and language appropriate to the classroom.

Respond to questions and suggestions from peers and add details to strengthen writing as needed.

Shift appropriately between informal “playground speech” and language appropriate to the classroom.

Respond to questions and suggestions from peers and add details to writing.

Despond to questions and suggestions from peers and add details to writing.

Participate in short discussions and/or written exchanges.

Ask simple yes/no and wh- questions about familiar topics.

Follow the rules for discussion.

Participate in discussions and/or written exchanges about a variety of topics.

Ask and answer questions about a variety of gradeappropriate topics.

Follow the rules for discussion.

Listen to short conversations about familiar topics and respond using gestures, words, and simple phrases.

Respond to simple yes-no and some wh- questions about familiar topics.

Follow basic rules of discussion about familiar topics.

Record information and observations in guided notes.

Respond to a question or problem based on gathered information from provided source.

Record information and observations in organized notes.

Respond to a question or problem based on relevant personal experience or gathered information.

Label information and observations in simple notes.

Respond to a question or problem based on provided information from resources.

Orally and/or in writing identify one or two reasons an author or speaker gives to support the points.

Ask and answer yes-no, either-or, and wh- questions in order to gather more information about what an author or speaker says.

Orally and/or in writing identify relevant reasons an author or speaker gives to support the points.

Ask and answer yes-no, either-or, and wh- questions in order to clarify what an author or speaker says.

Orally identify one reason an author or a speaker gives to support a point.

Respond to yes-no, either-or, and wh- questions about what an author or speaker says.

Apply understanding of how text types are organized in increasing complex texts (e.g., how a story is organized sequentially versus how an informative text is organized by topic and details versus how an opinion text is organized by opinion and supporting reasons).

Apply understanding of how ideas, events, or reasons are linked throughout a text by using frequently occurring linking words and temporal words when writing and speaking.

Apply understanding of how text types are organized in complex texts (e.g., how a story is organized sequentially versus how an informative text is organized by topic and details versus how an opinion text is organized by opinion and supporting reasons).

Apply increasing understanding of how ideas, events, or reasons are linked throughout a text by using grade-appropriate linking words and temporal words when writing and speaking

Apply understanding of how text types are organized when writing and speaking in simple texts (e.g., how a story is organized sequentially versus how an informative text is organized by topic and details versus how an opinion text is organized by opinion and supporting reasons).

Apply basic understanding of how ideas, events, or reasons are linked throughout a text by using frequently occurring linking words when writing and speaking.

Analyze and critique the arguments of others orally and in writing.

Pre-Emergent/Emergent

Craft and Structure

Pre-Emergent

Pre-Emergent/Emergent

Intermediate

Basic

Integration of Knowledge and Ideas

Key Ideas and Details

Basic

Basic

Listening and Reading

Pre-Emergent/Emergent

Create clear and coherent grade-appropriate speech and text.

Basic

Vocabulary Acquisition and Use

Range of Reading and Level of Text Complexity

Range of Writing

Intermediate

Intermediate

Make accurate use of standard English to communicate in grade appropriate speech and writing.

Basic

Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Language

Integration of Knowledge and Ideas

Knowledge of Language

Print Concepts

Presentation of Knowledge and Ideas

Intermediate

Pre-Emergent/Emergent

Conduct research and evaluate and communicate findings to answer questions or solve problems.

Speaking and Writing

Intermediate

Reading Standards for Literature

Intermediate

Conventions of Standard English

Reading Standards for Informational Text

Writing Standards

Determine the meaning of words and phrases in oral presentations and literary and informational text.

Basic

Adapt language choices to purpose, task, and audience when speaking and writing.

Speaking and Listening Standards

Intermediate

Pre-Emergent/Emergent

Language Standards

Key Ideas and Details

Production and Distribution of Writing

Basic

Basic

Range of Reading and Level of Text Complexity

Intermediate

Intermediate

Pre-Emergent/Emergent

Spelling

Basic

Intermediate

Listening, Speaking, Reading, and Writing

Fluency

Sound-letter Basics and Handwriting

Reading Standards: Foundational Skills

Construct grade appropriate oral and written claims and support them with reasoning and evidence.

Pre-Emergent/Emergent

Phonological Awareness

Basic

Craft and Structure

Comprehension and Collaboration

Research to Build and Present Knowledge

Pre-Emergent/Emergent

Pre-Emergent/Emergent

Writing Standards: Foundational Skills

Phonics and Word Recognition

Text Types and Purposes