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Georgia Standards

Georgia 1st Grade ELA Standards

All 138 Georgia English language arts standards for 1st grade, each explained in plain English. The official wording is in Georgia Department of Education's document, linked at the end of this page.

138 standards

Phonological Awareness

10 standards
Syllables
1.F.PA.4.a
Keep reviewing, as needed, that each syllable is a part of a word with one vowel sound, like the two parts of rabbit.
1.F.PA.4.b
Keep practicing, as needed, counting and saying the syllables in spoken words of one or more syllables, like sun, pumpkin and banana.
1.F.PA.4.c
Keep practicing, as needed, joining spoken syllables into words and breaking words into syllables, like tur and tle making turtle.
1.F.PA.4.d
Add, drop or swap a syllable in a spoken word, like turning pen into pencil, pencil back into pen, or pencil into penny.
Onsets & Rimes
1.F.PA.5.a
Blend the opening sound and ending chunk of spoken one-syllable words with a blend, digraph or trigraph at either end, like sh plus ip for ship or m plus atch for match.
1.F.PA.5.b
Break spoken one-syllable words that start or end with a blend, digraph or trigraph into opening sound and ending chunk, like fl and ag in flag or c and atch in catch.
Phonemic Awareness
1.F.PA.6.a
Pick out and say the first, middle and last sound of spoken one-syllable words, including ones with blends and digraphs, like the sh, i and p in ship.
1.F.PA.6.b
Listen to spoken one-syllable words and say whether each vowel sound is short or long, like hop versus hope or bed versus bead.
1.F.PA.6.c
Blend sounds into spoken words and pull words apart into sounds, up to five sounds and including blends and digraphs, like c, r, u, n, ch for crunch.
1.F.PA.6.d
Change spoken one-syllable words of three or more sounds by adding, dropping or swapping a sound, like slip to lip, lip to clip, or clip to clap.

Phonics

10 standards
Phoneme-Grapheme Correspondences
1.F.P.1.a
Connect common consonant blends and digraphs to their sounds, giving the sound for the letters and the letters for the sound, like st, bl, sh, ch and th.
1.F.P.1.b
Know and say the short and long sound of each vowel, including long sounds spelled with a silent e or a vowel team, like cap, cape and rain.
Decoding with Phonics
1.F.P.2.a
Read regular one-syllable words in many spelling patterns, like at, me, sit, bike, ask, flag, jump, rain and stamp, including common sight words.
1.F.P.2.b
Spot and sound out the regular parts of words with unusual spellings, including common words, like the h and v in have or the s and d in said.
1.F.P.2.c
Sound out made-up one-syllable words that follow many spelling patterns, like vob, mipe, slad and brunt.
1.F.P.2.d
Read two-syllable words with simple patterns by knowing the basic kinds of syllables, like rabbit, napkin and robot.
Encoding with Phonics
1.F.P.3.a
Spell regular one-syllable words in many patterns, like up, hot, cake, end, frog, milk and crust, including common sight words.
1.F.P.3.b
Recognize and spell words that break the usual spelling rules, including common ones, like said, they, could and once.
1.F.P.3.c
Spell made-up one-syllable words heard aloud in many spelling patterns, like ip, tep, mave, smig or flont.
1.F.P.3.d
Spell two-syllable words with simple patterns by using what they know about basic syllable types, like basket, muffin and tiger.

Fluency

4 standards
Oral & Silent Reading Fluency
1.F.F.1.a
Grow the number of words read at a glance by sounding out first-grade regular and tricky words, alone and in sentences, until they come quickly.
1.F.F.1.b
Read many kinds of first-grade texts out loud, getting more words right over time, like stories, poems and simple science books.
1.F.F.1.c
Read many kinds of first-grade texts aloud with natural phrasing, expression, pauses and voice changes that show understanding, like making a question sound like one.
1.F.F.1.d
Notice and fix their own mistakes when reading silently or aloud, going back to reread when something does not make sense.

Handwriting

5 standards
Motor Skills & Letter/Word Formation
1.F.H.1.a
Write every capital and small letter, and the words built from them, correctly and in the same steady way each time.
1.F.H.1.b
Print whole words neatly and correctly, with each letter shaped the same way every time.
1.F.H.1.c
Space letters, words and sentences evenly as writing runs from one line of the page to the next.
Transcription & Handwriting Fluency
1.F.H.2.a
Put spoken words and short sentences into writing, like writing down a sentence a teacher says aloud.
1.F.H.2.b
Get faster at handwriting over time while keeping letters and words accurate.

Engagement & Intention for Comprehension & Composition

26 standards
Reader & Writer Identity
1.P.EICC.1.a
Make personal and school goals for reading and writing, keep track of them, talk them over and adjust them, like finishing a short chapter book by spring.
1.P.EICC.1.b
Share by talking or writing which books, topics, genres and kinds of writing they enjoy most and what draws them in, like funny comics or true books about space.
1.P.EICC.1.c
Pick, read and write texts that match their own interests and their first-grade topics, like writing about weather while studying it in science.
1.P.EICC.1.d
Build up reading and writing strategies to use when needed, like rereading a tricky sentence or stretching out sounds to spell a new word.
1.P.EICC.1.e
Join a classroom group of readers and writers by helping make its rules, discussing books, sharing writing, listening to classmates and giving and taking feedback.
1.P.EICC.1.f
Read and write with growing independence, like choosing a just-right book and starting a piece of writing without being told.
Engagement & Intention
1.P.EICC.2.a
Tell about real or made-up experiences by reading and writing stories, like reading a tale about a lost tooth and then writing about their own.
1.P.EICC.2.b
Turn to texts to learn, build skills, make good choices and share ideas, like reading about healthy snacks before planning a class snack list.
1.P.EICC.2.c
Learn and explain ideas and how things happen by reading and writing texts, like reading how a caterpillar becomes a butterfly and writing the stages.
1.P.EICC.2.d
Read and write texts that help them look closely at and judge texts and ideas, like writing a few sentences about whether a story's ending was fair.
1.P.EICC.2.e
Read and write texts to solve a problem or change someone's mind, like writing a note asking the principal for new recess games.
Comprehension Strategies
1.P.EICC.3.a
Set a reason and a goal before reading, check understanding along the way and change course when lost, like rereading a page that did not make sense.
1.P.EICC.3.b
Skim and scan a text first to find the parts most likely to help, like checking the headings and bold words in a first-grade science book.
1.P.EICC.3.c
Bring what they already know to a text, compare it with what the text says, sort out mismatches or gaps and add the new facts, like learning spiders are not insects.
1.P.EICC.3.d
Briefly sum up parts of a text and picture them in their head to keep track of meaning, like making a mind movie of each chapter in an early reader.
1.P.EICC.3.e
Predict upcoming events or facts in a text and keep checking those predictions while reading, like guessing how a character will solve a problem.
1.P.EICC.3.f
Make inferences about meanings a text only hints at, follow them and back them with evidence, like figuring out a character is nervous from shaky hands.
1.P.EICC.3.g
Figure out unfamiliar words and ideas from context, school vocabulary and word parts, like using un to know that unhappy means not happy.
Writing Processes
1.P.EICC.4.a
Settle on a reason and goals for a piece of writing and who will read it, like writing directions a kindergartner could follow.
1.P.EICC.4.b
Plan a piece by choosing the form, genre and structure that fit its goal and its readers, like picking a list of steps for a how-to on brushing teeth.
1.P.EICC.4.c
Gather ideas to write about from what they already know, from books and from talking with others, like a partner chat about favorite holidays.
1.P.EICC.4.d
Connect ideas and facts to the writing plan and spotlight the most useful and powerful ones, like opening a report on owls with its most surprising fact.
1.P.EICC.4.e
Write a first draft that combines ideas, careful words and sentences, and writer's craft suited to the goal and the reader, like a story with a strong opening line.
1.P.EICC.4.f
Judge how well their writing works, by rereading it or getting feedback, and whether it meets its goal, like asking a partner if the steps are easy to follow.
1.P.EICC.4.g
Improve writing after self-checks or feedback by changing its order, ideas, facts, words or craft, like swapping a dull word for a more exact one.
1.P.EICC.4.h
Proofread and correct a draft so its capitals, end marks and spelling follow standard written English, like fixing a misspelled sight word.

Situating Texts

6 standards
Context
1.P.ST.1.a
Draw on prior knowledge, quick research and class discussion to pick out the background that matters most for a text, like a story's time and place.
1.P.ST.1.b
Think about how a text's background affects why the author wrote it and why readers pick it up, like a book about the first day of school.
1.P.ST.1.c
Explore how a text's time, place and culture influence the choices writers make and how readers respond, like a story set in another country.
Author, Audience, & Purpose
1.P.ST.2.a
Use knowledge of writer, reader and setting to name or set a text's purpose and decide how well it reaches it, like whether a how-to book really teaches the steps.
1.P.ST.2.b
Draw on what they know about writer, reader and setting to find a text's point of view or create one in their own writing, like retelling a fairy tale as the wolf.
1.P.ST.2.c
Think like an author about readers and setting to decide which ideas to feature and which layout, words, sentences and craft work best, like simple recipe steps.

Author’s Craft

12 standards
Reading like a Writer
1.P.AC.1.a
Find, use and study story, informational and opinion elements and explain how each affects readers and the goal, like a strong reason making an opinion convincing.
1.P.AC.1.b
Spot and use striking or well-chosen language and explain how particular words affect readers and help the text, like crept making a scene feel sneaky.
1.P.AC.1.c
Explain what an author's sentence choices do for readers and for the text's purpose, like short, quick sentences making an action scene exciting.
1.P.AC.1.d
Describe how a text is designed and organized and how its formats, patterns and features guide readers, like a table of contents or numbered steps.
Writing like a Reader
1.P.AC.2.a
Combine story, informational and opinion elements in their writing to win over readers and fulfill a purpose, like adding real facts to a story about a class pet.
1.P.AC.2.b
Pick words and phrases that steer readers' reactions, thoughts and choices toward a goal, like calling a book thrilling in a review.
1.P.AC.2.c
Choose how to build sentences so they suit readers and achieve a goal, like asking a question to open a piece and grab interest.
1.P.AC.2.d
Organize their texts with formats, structures, patterns and features that guide readers and serve the goal, like headings in an all-about book.
Text Design
1.P.AC.3.a
Read and create texts in different forms and genres while learning how their features shape meaning, tone, style, purpose and audience, like a letter versus a poem.
1.P.AC.3.b
Let a text's form and genre guide which ideas and facts go into it, like a friendly letter sharing personal news.
1.P.AC.3.c
Order and arrange ideas and facts to match a text's form and genre, like a letter opening with a greeting and ending with a closing.
1.P.AC.3.d
Read and make texts that blend genres, text features and craft across modes for a chosen audience and purpose, like a slideshow with pictures, captions and voice.

Collaboration & Presentation

9 standards
Collaboration
1.P.CP.1.a
Show up to group discussions and team meetings ready to take an active part, like having their book and notes ready for a reading group.
1.P.CP.1.b
Set group rules, goals and steps together with others and keep shared projects on track, like dividing jobs when making a class poster.
1.P.CP.1.c
Join discussions and team projects by offering ideas, listening to others and giving useful feedback, like suggesting a better title for a partner's story.
1.P.CP.1.d
Partner with classmates in discussions, investigations, problem solving and reading or writing texts, like a small group finding out why leaves change color.
Presentation
1.P.CP.2.a
Present ideas, facts and texts in a clear way, like sharing a short report so every classmate can follow it.
1.P.CP.2.b
Combine the forms that best suit the purpose and listeners when presenting, like showing a poster while explaining how to care for a plant.
1.P.CP.2.c
Adjust voice, speed and body language to suit the purpose and listeners, like using a spooky voice and a slow pace for a not-so-scary story.
1.P.CP.2.d
Hold a conversation with the audience by asking and answering questions, like inviting classmates to ask about a project after presenting it.
1.P.CP.2.e
Build background knowledge by learning and reciting well-known poems and speeches, or parts of them, suited to first grade, like a short poem by a famous poet.

Grammar Conventions

21 standards
Grammar, Usage, & Mechanics
1.L.GC.1.5
Master regular plurals made with -s or -es, like bugs, dishes and foxes.
1.L.GC.1.6
Master the -ing, -ed and -s verb endings and use them correctly, like playing, played and plays.
1.L.GC.1.7
Master using action verbs to show what people and things do, like swim, climb and shout.
1.L.GC.1.8
Keep building the use of describing words for nouns and verbs, like a tiny gray mouse that ran quickly.
1.L.GC.1.9
Keep practicing general nouns alongside proper names for specific ones, like dog and Rover or river and Chattahoochee.
1.L.GC.1.10
Keep practicing past, present and future verb forms, like jumped, jumps and will jump.
1.L.GC.1.11
Keep practicing the words that come before nouns to point them out, like the, an, his, our, these and those.
1.L.GC.1.12
Keep capitalizing names of specific people, places, days and things, like Ms. Lee, Savannah and Friday.
1.L.GC.1.13
Keep ending sentences with the right mark, a period for telling, a question mark for asking and an exclamation mark for strong feeling.
1.L.GC.1.14
Begin forming plurals by changing a final y to ies, like baby to babies and pony to ponies.
1.L.GC.1.15
Begin using personal pronouns as subjects, objects and owners, like she, her and hers or we, us and ours.
1.L.GC.1.16
Begin using common position and time words that link nouns to the rest of a sentence, like in, on, under, over, before and after.
1.L.GC.1.17
Begin using commas between items in a list and in dates, addresses and the greeting and closing of a letter, like May 4, 2026.
1.L.GC.1.18
Begin using apostrophes in contractions and to show that one owner has something, like can't, I'm and the dog's bone.
1.L.GC.1.19
Begin forming and using plurals that do not just add s, like child to children, mouse to mice and foot to feet.
1.L.GC.1.20
Begin using past forms of verbs that break the -ed rule, like run to ran, eat to ate and go to went.
1.L.GC.1.21
Begin joining words, phrases or ideas with connecting words like and, but, or and so.
Syntax
1.L.GC.2.a
Tell complete simple sentences from incomplete ones and name each sentence's type: telling, command, question or exclamation.
1.L.GC.2.b
Write a mix of simple sentences of different types to make their writing clear, like a question, a telling sentence and a command.
1.L.GC.2.c
Make verbs agree with one or more than one subject in their sentences, like the bird sings and the birds sing.
1.L.GC.2.d
With an adult's help, add describing words to sentences to give details or make meaning clearer, like the small cat purred softly.

Vocabulary

9 standards
General, Academic, & Specialized Vocabulary
1.L.V.1.a
Pick up everyday, school and subject-area words and phrases from first-grade books and lessons, like egg, larva and pupa in a unit on insects.
1.L.V.1.b
Use first-grade everyday, school and subject words when speaking and writing in different settings, like sum in math or habitat in science.
Word Analysis
1.L.V.2.a
Find common root words and the endings added to them to read and understand new words, like jump in jumps, jumped and jumping.
1.L.V.2.c
Build new words by adding common endings to root words, like help becoming helps, helped and helping.
Meaning & Purpose
1.L.V.3.a
Use clues in the sentence and nearby sentences to figure out new words and which meaning a multiple-meaning word has, like bark on a tree or from a dog.
1.L.V.3.b
Explain how words relate to others with the same or opposite meaning, like happy and glad or hot and cold.
1.L.V.3.c
Tell apart verbs for the same kind of action by their small differences in meaning, like look, peek, stare and glance.
1.L.V.3.d
With a teacher's help, look up new words and phrases in a picture dictionary or online tool to make their meaning clear.
1.L.V.3.e
Draw on words they know and how words connect to choose words well in talk and writing, like picking glad, delighted or thrilled for happy.

Context

4 standards
Purpose & Audience
1.T.C.1.a
Tell whether a text aims to tell a story, inform, give an opinion or explain, and who it is meant for, across many kinds of texts.
1.T.C.1.b
Tell which mode a message uses, whether print, digital, sound or visual, like a newspaper, a website, a podcast or a map.
1.T.C.1.c
Make texts in modes the teacher picks, like a printed booklet, a digital slide, an audio clip or a poster.
Authors & Speakers
1.T.C.2.a
Tell who is speaking or telling the story at different points in a text, like noticing when a character starts talking.

Structure & Style

5 standards
Organization
1.T.SS.1.a
Find and use text features like diagrams and a table of contents to locate facts and make sense of a text.
1.T.SS.1.b
Add text features to their own writing to make it clearer, like pictures, page numbers, bold words or headings.
1.T.SS.1.c
Order events and actions with time words and phrases, like once upon a time, then, next and at last.
Craft
1.T.SS.2.a
Find describing words in texts and explain what they add, like how slimy and wiggly help readers picture a worm.
1.T.SS.2.b
Use describing words to make their own writing lively and interesting to read, like a bright, buzzing, busy garden.

Techniques

12 standards
Narrative Techniques
1.T.T.1.a
Name the tools authors use to build stories, including characters, setting, main events and what characters say to each other.
1.T.T.1.b
Find a simple story plot by naming the problem and how it gets solved, like a lost kitten finding its way home.
1.T.T.1.c
Describe the main characters' traits and explain how what they say and do shows the story's lesson, like a patient character teaching that waiting pays off.
1.T.T.1.d
With an adult's help, compare and contrast characters and what they go through in stories from different cultures, like Cinderella tales from China and France.
1.T.T.1.e
Use characters, settings and events to write real or made-up stories that end in a way that wraps things up.
Expository Techniques
1.T.T.2.a
Identify how informational texts are built, including the main topic and the details that support it, like a book on bees with facts about hives and honey.
1.T.T.2.b
Describe how two people, events, ideas or facts from a text are linked, like how bees help flowers make seeds.
1.T.T.2.d
Write informational pieces that introduce a topic, give facts about it and end with a closing, like a page about how frogs grow.
Opinion Techniques
1.T.T.3.a
Find how authors build opinion texts, including the author's opinion and the reasons that back it up.
1.T.T.3.c
Write opinion pieces that name a topic, give an opinion and back it with two or more reasons, linking them with the words and and because.
Poetic Techniques
1.T.T.4.a
Identify and describe tools poets use, including rhyme, repeated starting sounds and repeated lines, like silly snakes slither.
1.T.T.4.b
Write poems with simple words or phrases using poets' tools, with or without rhyme, like a short poem that repeats one line.

Research & Analysis

5 standards
Research & Inquiry
1.T.RA.1.a
Ask research questions about topics they find interesting, like what sea turtles eat.
1.T.RA.1.b
Research a shared or personal topic alone or with others, gathering facts from given print, digital and personal sources and sorting them on an organizer.
1.T.RA.1.c
Share accurate facts that fit the topic through different modes, like a poster, a short talk or a slideshow.
Curating Sources & Evidence
1.T.RA.2.a
Point to parts of a text to support an idea, answer or opinion, like reading aloud the sentence that proves an answer.
1.T.RA.2.b
Look into different sources of information, like library books, kid-safe websites and interviews with family or community members.

The official Georgia documents

The plain-English lines on this page are EMStudio's own explanations of Georgia's standards, not the official wording, which Georgia Department of Education publishes in the documents above. Codes and strand names identify each standard.