What does a student learn in StateWashington,GradeGrade 1,SubjectEnglish Language Arts?

Students read, comprehend, interpret, use, analyze, and appreciate fiction, poetry, nonfiction, and multimodal texts from a broad range of genres, cultures, and media through shared reading, read alouds, and independent reading in the context of grade-level content to understand themselves, others, and the world.

Students interact with and explore texts in a language-rich environment.

Select texts that interest them and/or that are recommended by peers and adults.

Spend time reading, holding, looking at, and/or listening to texts.

Make connections, tell stories and/or explain information based on imagination, images, and/or words they recognize in texts.

Students know and apply the basic features of print and how it is organized.

Distinguish drawings from letters and words in a print-rich environment.

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

Students know and apply how concepts of sounds, syllables, words, and silence function in speech (phonological awareness).

Recognize, separate, blend, and count the syllables in spoken words.

Recognize, isolate, blend, and count initial, medial, and final sounds in spoken singlesyllable words.

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

Add, delete, or substitute individual sounds (phonemes) in simple words to form new words.

Parse individual words within spoken phrases and sentences.

Students decode words with accuracy and fluency using grade-level word analysis skills.

Know the spelling-sound correspondences for common consonant digraphs.

Decode regularly spelled one-syllable words.

Know the final –e and common vowel team spelling conventions for long vowel sounds.

Recognize, pronounce, separate, blend, and count the syllables in printed words using the knowledge that every syllable must have a vowel sound.

Decode two-syllable words that follow basic patterns by breaking words into syllables.

Read words with inflectional endings.

Recognize and read irregularly spelled words.

Read common high-frequency words by sight with increased automaticity.

Read connected words in a sentence with accuracy and fluency.

Students comprehend and interpret texts during shared reading, read alouds, and independent reading, using a variety of strategies.

Reflect on their purpose for reading.

Preview the text by noting author, illustrator, title, topic, genre, and images.

Use personal connections and content knowledge to visualize and make sense of the text.

Make predictions and check them against what is in the text.

Use a variety of strategies that encourage and maintain motivation to engage with a text.

When the flow of reading is interrupted, use a variety of strategies to re-connect.

Tell how the visual elements in a text represent and/or add to its meaning.

Ask and answer questions about key details in a text.

Describe a story’s narrator, characters, setting, and major events.

Retell familiar stories and/or say what they learned from a text, including key details.

Students explain how the author, illustrator, and/or creator shape meaning and affect a reader’s experience of the text.

Say what the text makes them feel, think, and/or want to do.

Explain the impact of images and specific words on the reader’s understanding.

Identify different text features used in two different genres and what they help the reader know or do.

Compare and contrast choices made by different authors, illustrators, and creators when telling a similar story or writing on a similar topic.

Students evaluate texts.

Say what they may or may not like about an image, story, or text.

Students use texts they have read for purposes relevant to them.

To better understand themselves and others, explore characters’ thoughts, feelings, and motivations.

To develop imagination and understanding of others, say what they would think, feel, or do in situations similar to those in texts.

Use information or examples from texts for discussions and projects. [See W1st.3 and SLDF1st.3.]

Use choices made by authors, illustrators, and creators as ideas for their own multimodal compositions. [See W1st.4b.]

Students compose multimodal texts through drawing, visually representing, and writing in a variety of genres in the context of grade-level content.

Students compose to make personal sense of information, ideas, opinions, emotions, and/or experiences. [Not all products from W1st.1 must be taken through W1st.2 – W1st.10.]

Students compose multimodal texts in a variety of genres to communicate with others.

Describe experiences, ideas, and imaginings.

Inform others about their observations and explanations of the world.

Express their opinions and/or preferences.

Persuade others to consider new options, resolve conflicts, and create and strengthen communities.

Tell the story of two or more events.

Students plan and complete writing projects.

Connect the prompt to their interests, perspectives, and/or experiences.

Determine the process or steps needed to complete the project.

Students generate and gather ideas, including appropriate use of tools.

Identify topics and ideas from experience, imagination, reading, media, conversations, products from W1st.1, and/or desire to communicate.

Determine which features and/or genre conventions to follow or adapt from mentor texts.

Answer questions about what the writer knows that the audience does not.

Choose facts from group research (see RML1st.4), images, and/or other media that illustrate and support their ideas.

Students draft content within the genre.

State some information about topics.

State a reason for an opinion.

Tell events in stories in order, using details and temporal words to signal order.

Illustrate and/or approximate some text features and/or formatting they notice in mentor texts.

Students compose introductions and conclusions.

Name topics to introduce them.

State opinions to introduce them.

Provide a sense of closure for stories, informational texts, and opinions.

Students organize content using the genre’s structure.

Students discuss their compositions with others.

Reread to determine whether the draft says what they want it to say.

Describe what their composition means and/or represents to an adult or peer.

Ask an adult or peer to describe their perceived meaning of the composition.

Students revise and edit their compositions.

Add or change details or words to better communicate and represent meaning.

Edit for conventions and consistency of text features. [Demonstrate command of Language standards K–1.]

Students share and publish compositions in person and/or on digital or non-digital platforms for known and trusted audiences.

Students comprehend, engage in, and learn from collaborative discussions in the context of gradelevel content, in person and/or through teacher-moderated digital forums.

Students listen, respond respectfully, and contribute during discussions.

Identify expectations and roles within the community, changing them when needed.

Review previous conversations when continuing a discussion.

Ask questions about the topic and others’ observations and opinions.

Draw on experience, observation, and prior learning to answer questions.

Restate what they heard others say to build common understanding, asking and answering questions to clarify something they didn’t understand.

Connect statements to others’ contributions to build community and propel conversation.

Identify points of agreement or disagreement.

Ask questions to explore why someone else may relate or think differently.

Identify opinions or understandings that have changed.

Review memorable and/or important moments or ideas they heard.

Starts in 3rd.

Students collaborate on projects and tasks.

Identify expectations, roles, and timelines, changing them when needed.

Connect the project to their interests, experiences, and/or community needs.

Review progress and discuss what needs to happen next.

Students express experience, positions, ideas, findings, and creative work.

Identify topics from the situation, experience, imagination, reading, group research (see RML1st.4), media, conversations, and/or products from W1st.1.

Develop content by considering what they want to communicate within the situation.

Use images, media, and artifacts in presentations to clarify content and support the audience’s engagement.

Students determine how to present themselves and their ideas.

Express voice by building on strengths and personality.

Determine how to respond to others given the expectations of the community, their role, and how they wish to express themselves and their ideas.

Determine which language and/or languages support their purpose.

Determine what they want or do not want to share and why.

Students use an audible voice, gesture, and pacing to illuminate the content.

Students develop command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing.

Students notice when and why language is used differently at school, at home, and with peers.

Compare the names of objects and topics as said at school, at home, and with peers.

Identify when a word, phrase or sentence best answer a question.

Not in 1.

Students produce and expand sentences in group and individual activities in the context of conversations and writing about experiences, events, and first grade content.

Expand simple sentences by adding information or details that clarify the message.

Use the matching verb form for singular and plural nouns in basic sentences.

Use verbs to convey a sense of past, present, and future.

Capitalize the first word in a sentence, dates, and proper nouns.

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

Use periods, exclamation points, and question marks to show the difference between a statement, exclamation, and question.

Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to.

Determine or clarify the meaning of new and multiple-meaning words and phrases.

Use common, proper, and possessive nouns.

Use personal, possessive, and indefinite pronouns.

Understand and use high frequency adjectives, prepositions, conjunctions, and determiners.

Use ‘s with nouns to show possession.

Students explore word relationships and distinguish shades of meaning in the context of first grade conversations and reading about experiences, events, and ideas.

Use frequently occurring root words as a clue to the meaning of an unknown word.

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

Sort and define words by category according to their use and by one or more key attributes.

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

Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings.

Students ask questions, seek answers from a variety of sources, and use their learning.

Students identify the effects, purposes, and parts of media messages and people who provide information.

Students ask questions about a provided topic or things that make them curious.

Students seek answers from provided information sources.

Discuss where they might find answers to their questions.

Identify a variety of print and digital information sources and where to find them, including libraries.

Contribute suggestions when adults use digital search tools.

Talk with adults or peers about the topic.

Students gather relevant information using a variety of strategies.

Students use and/or share new learning.

Students identify the effects of media messages. Identify how media messages make them feel.

Students identify the purposes of media messages.

Identify media messages that are selling something and media messages that are just for fun.

Students identify characteristics of different parts of media messages.

Identify facts and opinions within media messages.

Identify what’s realistic and what’s pretend within media messages.

Describe images within media messages.

Students identify people who provide information.

Identify who decided what to include in a particular information source.

Identify people who are experts on a particular topic and could provide information about it.

Not in 1st grade