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New York Standards

New York 1st Grade ELA Standards

All 28 New York English language arts standards for 1st grade, each explained in plain English. The official wording is one click away under each one.

28 standards

Reading Standards (Literary and Informational Text)

9 standards
Key Ideas and Details
1R1
Ask and answer questions about the important ideas and details in a story or nonfiction text, like why the frog left the pond.
Official wording
Develop and answer questions about key ideas and details in a text. (RI&RL)
1R2
Name what a text is mostly about and retell the details that matter most, like a book that is all about how owls hunt.
Official wording
Identify a main topic or central idea in a text and retell important details. (RI&RL)
1R3
Describe who is in a story, where it happens and the big things that occur, or the facts given in a nonfiction text.
Official wording
Describe characters, settings, and major events in a story, or pieces of information in a text. (RI&RL)
Craft and Structure
1R4
Spot words that show feelings or appeal to the five senses in a text, such as grumpy, sparkly or sizzling.
Official wording
Identify specific words that express feelings and senses. (RI&RL)
1R5
Recognize kinds of texts such as fairy tales, poems and fact books, and explain how stories differ from texts that give information.
Official wording
Identify a variety of genres and explain major differences between literary texts and informational texts. (RI&RL)
1R6
Describe how the pictures and details show why a text was written or whose view it gives, like close-up photos in a book that teaches about whales.
Official wording
Describe how illustrations and details support the point of view or purpose of the text. (RI&RL)
Integration of Knowledge and Ideas
1R7
Talk about a story's characters, setting and events or a text's topic using its pictures and details, like what a drawing shows about where a story happens.
Official wording
Use illustrations and details in literary and informational texts to discuss story elements and/or topics. (RI&RL)
1R8
Find the facts or picture details an author or illustrator includes to back up an idea, like a photo showing that bats sleep upside down.
Official wording
Identify specific information an author or illustrator gives that supports ideas in a text. (RI&RL)
1R9
Connect a text to your own life, to other books and to the world around you, like comparing two stories about moving to a new town.
Official wording
Make connections between self and text (texts and other people/ world). (RI&RL)

Reading Standards: Foundational Skills

4 standards
Print Concepts
1RF1
Follow print left to right and top to bottom, know that letters in order make a word with spaces between words, and name every upper and lowercase letter.
Official wording
Demonstrate understanding of the organization and basic features of print.aRecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Common Core RF.K.1
Phonological Awareness
1RF2
Hear and make rhymes, clap syllables, say the first, middle and last sounds in a short word like cat, and swap a sound to make a new word, like cat to hat.
Official wording
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).aCount, blend and segment single syllable words that include consonant blends.bCreate new words by manipulating individual sounds (phonemes) in spoken one-syllable words.cManipulate individual sounds (phonemes) in single -syllable spoken words.
Common Core RF.K.2
Phonics and Word Recognition
1RF3
Sound out words using blends, sh, ch and th, silent e and vowel teams, split two-syllable words into parts, spot endings like -s and -ed, and read common sight words.
Official wording
Know and apply phonics and word analysis skills in decoding words.aKnow the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th).bDecode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams).cDecode regularly spelled one-syllable words.dDetermine the number of syllables in a printed word by using knowledge that every syllable must have a vowel sound.eDecode two-syllable words following basic patterns by breaking the words into syllables.fRecognize and identify root words and simple suffixes (e.g. run, runs, walk, walked)gRead most common high-frequency words by sight
Fluency
1RF4
Read early reader books at your own level aloud correctly, smoothly and with expression, rereading and using context to fix mistakes and understand.
Official wording
Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.aRead beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.bUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards

6 standards
Text Types and Purposes
1W1
Write what you think about a topic or something that happened to you and give at least two reasons, like why soccer is the best sport.
Official wording
Write an opinion on a topic or personal experience; give two or more reasons to support that opinion.
1W2
Write to teach about a topic by naming it, giving a few facts about it and adding an ending, like a page about how turtles live.
Official wording
Write an informative/explanatory text to introduce a topic, supplying some facts to develop points, and provide some sense of closure.
1W3
Write a story about something real or made up that tells one event or a few events in order, like a day at the beach.
Official wording
Write narratives which recount real or imagined experiences or events or a short sequence of events.
1W4
Make a poem, skit, artwork or other creation in response to a book, its author, a theme or an experience from your own life.
Official wording
Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, artwork, or other).
Research to Build and Present Knowledge
1W6
Think of questions and join class research projects to find answers and learn more, like a group study of what plants need to grow.
Official wording
Develop questions and participate in shared research and explorations to answer questions and to build knowledge.
1W7
Answer a question using what you remember from experience or facts from sources the teacher gives, and show it in different ways, like a labeled drawing or a list.
Official wording
Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways.

Speaking and Listening Standards

6 standards
Comprehension and Collaboration
1SL1
Take part in group talks with classmates and adults by listening, taking turns, building on what others say, asking about anything confusing, and respecting differences.
Official wording
Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).aFollow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic.bBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges.cAsk questions to clear up any confusion about topics and texts under discussion.dConsider individual differences when communicating with others.
1SL2
Ask and answer questions about the important details in many kinds of texts and media, like a read-aloud, a video or a poster.
Official wording
Develop and answer questions about key details in diverse texts and formats.
1SL3
Ask and answer questions to understand a speaker better, and tell what the speaker thinks or feels about the subject.
Official wording
Develop and answer questions to clarify what the speaker says and identify a speaker’s point of view.
Presentation of Knowledge and Ideas
1SL4
Describe someone or something you know well, or an event you lived through, with clear words and fitting details, like your favorite playground.
Official wording
Describe familiar people, places, things, and events with relevant details expressing ideas clearly.
1SL5
Make or use pictures, charts or other visuals to make descriptions, ideas and feelings clearer, like a drawing of a family trip while telling about it.
Official wording
Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.
1SL6
Share thoughts, feelings and ideas clearly, speaking in full sentences when the moment calls for it, like answering the teacher in class.
Official wording
Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience.

Language Standards

3 standards
Vocabulary Acquisition and Use
1L4
Work out new words and words with more than one meaning by using clues in the sentence, word parts, and root words with endings, like jump, jumps and jumped.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.aUse sentence-level context as a clue to the meaning of a word or phrase.bUse frequently occurring affixes as a clue to the meaning of a word.cIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
1L5
Connect words to real life, like naming foods that are spicy or juicy, and tell apart close words like toss, throw and hurl or thin, slender and scrawny.
Official wording
Demonstrate understanding of word relationships and nuances in word meanings.aSort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.bDefine 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).cUse words for identification and description, making connections between words and their use (e.g., places at home that are cozy).dDistinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Common Core L.2.5
1L6
Use words learned from conversations and books when talking and writing, including because to explain why, like I wore boots because it rained.
Official wording
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).
Common Core L.1.6

The official New York documents

New York State Next Generation English Language Arts Learning Standards, Copyright 2017, New York State Education Department, used with permission.

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.