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Oklahoma Standards

Oklahoma 1st Grade ELA Standards

All 62 Oklahoma English language arts standards for 1st grade, each explained in plain English. The official wording is one click away under each one.

62 standards

Listening and Speaking: Listening

2 standards
Students will develop and apply effective communication skills through active listening.
1.1.L.1
Listen with attention in class discussions and follow the rules the group agreed on, like waiting until a speaker finishes.
Official wording
Students will actively listen using agreed-upon discussion rules.
1.1.L.2
Follow spoken instructions with two or three steps, like take out your book, open to page five and read the first line.
Official wording
Students will follow simple two- and three-step oral directions.

Listening and Speaking: Speaking

4 standards
Students will develop and apply effective communication skills to share ideas through speaking.
1.1.S.1
Work with classmates in a kind and respectful way, like listening to a partner's idea before sharing their own.
Official wording
Students will work respectfully with peers.
1.1.S.2
Take part in conversations with classmates about books, topics and their own writing, both in small groups and as a whole class.
Official wording
Students will engage in collaborative discussions about various topics and texts, including their own writing, with peers in small and large groups.
1.1.S.3
Ask and answer questions that fit the topic to get help, find out information or check that they understand.
Official wording
Students will ask and answer relevant questions to seek help or get information to confirm understanding.
1.1.S.4
Tell out loud about a person, place, object or event, with details that make their ideas clear, like what a pet looks like and does.
Official wording
Students will orally describe people, places, things, and events with relevant details expressing their ideas.

Reading and Writing Foundations: Phonological Awareness

6 standards
Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset/rimes, and phonemes without using text.
1.2.PA.1
Count, break apart and blend syllables in spoken words, and say a word without one of its syllables, like rainbow without rain.
Official wording
Students will count, segment, blend, and delete syllables in spoken words.
1.2.PA.2
Combine a beginning sound with the rest of a spoken word and split it apart again, like /sh/ plus ip makes ship.
Official wording
Students will blend and segment onset and rime in spoken words (e.g., /ch/+ at = chat).
1.2.PA.3
Hear and say the middle sound in a spoken word, like the /i/ in fish or the /o/ in hop.
Official wording
Students will isolate and pronounce medial sounds in spoken words.
1.2.PA.4
Blend four to six separate sounds, including blends like /s/ /t/, into a spoken word, like /f/ /r/ /o/ /s/ /t/ makes frost.
Official wording
Students will blend phonemes to form spoken words with 4-6 phonemes, including consonant blends (e.g., /s/ /t/ /r/ /i/ /ng/ = string).
1.2.PA.5
Break spoken words with four to six sounds into each separate sound, like splash into /s/ /p/ /l/ /a/ /sh/.
Official wording
Students will segment phonemes in spoken words with 4-6 phonemes into individual phonemes (e.g., string = /s/ /t/ /r/ /i/ /ng/).
1.2.PA.6
Add, take away or swap one sound in a spoken one-syllable word of three to five sounds, like hot to hat, without changing sounds inside a blend.
Official wording
Students will add*, delete*, and substitute* phonemes in one-syllable spoken words with 3-5 phonemes (e.g., add /c/ to the beginning of at to say cat; delete the /p/ from pin, to say in; substitute the /o/ in stop with /e/ to say step). *Manipulation does not involve consonant blends.

Reading and Writing Foundations: Print Concepts

2 standards
Students will demonstrate their understanding of the organization and basic features of print.
1.2.PC.1
Spot the signs of a sentence without help, like a capital first word and an ending mark such as a period, question mark or exclamation point.
Official wording
Students will recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation: period, exclamation point, question mark).
1.2.PC.2
Write letters neatly with even spaces between letters, words and sentences, moving left to right and top to bottom on the page.
Official wording
Students will correctly form letters and use appropriate spacing for letters, words, and sentences using left-to-right and top-to-bottom progression.

Reading and Writing Foundations: Phonics and Word Study

3 standards
Students will decode words by applying phonics and word analysis skills in context and isolation.
1.2.PWS.1
Sound out one-syllable words using letter sounds, short vowels, blends, digraphs like sh and tch, silent e, r-controlled vowels and vowel teams like oa in boat.
Official wording
Students will decode one-syllable phonetically-regular words by using their knowledge of the following phonics skills:asingle consonants (e.g., b = /b/, f = /f/, t = /t/)bshort vowel sounds (i.e., ă, ĕ, ĭ, ŏ, ŭ)cconsonant blends (e.g., bl, br, cr)dconsonant digraphs and trigraphs (e.g., sh, tch)evowel-consonant-silent e (e.g., lake)fr-controlled vowels (i.e., ar, er, ir, or, ur)gvowel digraphs (e.g., ea, oa, ee)
1.2.PWS.2
Read one-syllable words by knowing closed syllables, like cat, and open syllables, like go.
Official wording
Students will decode words by applying knowledge of syllable types in one-syllable words:aclosedbopen
1.2.PWS.3
Read longer words by spotting their parts, like the two small words in sunset or the endings -s, -ed and -ing in jumping.
Official wording
Students will decode words by applying knowledge of structural analysis:acompound wordsbinflectional endings (e.g., -s, -ed, -ing)

Reading and Writing Foundations: Spelling/Encoding

2 standards
Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.
1.2.SE.1
Spell consonants, short vowels, digraphs, blends and silent e words correctly when writing, like ship, frog and bike.
Official wording
Students will use correct spelling when writing the following sounds in words:aconsonantsbshort vowelscdigraphsdconsonant blendsevowel-consonant-silent e
1.2.SE.2
Spell common sight words correctly, including tricky ones, by using the letters that match sounds and remembering the odd parts, like the ai in said.
Official wording
Students will correctly spell high-frequency and irregularly-spelled words by using common letter/sound correspondences and recalling the irregular parts of words (e.g., the: th- is a common letter/sound correspondence, -e is irregular).

Reading and Writing Foundations: Fluency

2 standards
Students will read grade-level text smoothly and accurately, with appropriate expression.
1.2.F.1
Grow the set of words they read at a glance, regular and tricky ones, in lists and in sentences, reading them faster over time.
Official wording
Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
1.2.F.2
Read first-grade text aloud correctly at a steady pace, with expression that shows they understand it.
Official wording
Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Reading and Writing Process: Reading

4 standards
Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.
1.2.R.1
Name what a text is mostly about and point to a few details that support it.
Official wording
Students will identify the topic or main idea with some supporting details of a text.
1.2.R.2
Tell the difference between fiction, like a made-up story, and nonfiction, like a book of real facts.
Official wording
Students will discriminate between fiction and nonfiction genres.
1.2.R.3
Put story events in order across the beginning, middle and end, like a lost puppy, the search and the happy return.
Official wording
Students will sequence the plot (i.e., beginning, middle, and end) of a story.
1.2.R.4
Retell the facts and details from a nonfiction text, like the steps a seed takes to grow into a plant.
Official wording
Students will retell facts and details from an informational text.

Reading and Writing Process: Writing

5 standards
Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.
1.2.W.1
Check and correct their drafts for clear gaps between letters, words and sentences, keeping lines going from left to right down the page.
Official wording
Students will develop and edit drafts using appropriate spacing between letters, words, and sentences using left-to-right and top-to-bottom progression.
1.2.W.2
Write sentences that put story events or facts about a topic in a logical order, like first, then and last.
Official wording
Students will develop drafts by sequencing the action in a story or details about a topic through writing sentences.
1.2.W.3
Improve a draft by adding words or sentences and taking out ones that do not fit.
Official wording
Students will revise drafts by adding and/or deleting text.
1.2.W.4
Spell easy-to-decode words like dog, bike and park and common sight words like was correctly when editing, using word walls or lists when needed.
Official wording
Students will correctly spell grade-level, highly decodable words (e.g., cup, like, cart) and common, irregularly spelled sight words (e.g., the) while editing using resources as needed.
1.2.W.5
Regularly take writing through drafting and fixing to a final copy, then share it with real listeners, like reading it aloud to the class.
Official wording
Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, author’s chair).

Critical Reading and Writing: Reading

6 standards
Students will analyze, interpret, and evaluate increasingly complex literary and informational texts that include a wide range of historical, cultural, ethnic, and global perspectives from a variety of genres.
1.3.R.1
Tell whether an author wrote to tell a story or to give information, with help.
Official wording
Students will identify the author’s purpose (i.e., tell a story, provide information) with prompting.
1.3.R.2
Tell who is narrating a story, like a character or an outside storyteller, with help.
Official wording
Students will describe who is telling a story with prompting.
1.3.R.3
Point to parts of the text that show the time and place of a story and the main characters and their traits, when given examples of each.
Official wording
Students will find textual evidence when provided with examples of literary elements:•setting ( i.e., time and place)•main characters and their traits
1.3.R.4
Ask and answer who, what, where, when and why questions about what they read.
Official wording
Students will ask and answer basic questions (e.g., who, what, where, why, and when) about texts.
1.3.R.5
Start using clues from a text to figure things out and guess what will happen next.
Official wording
Students will begin to use details from a text to draw conclusions and make predictions.
1.3.R.6
Start finding facts that a text states plainly, like how many legs a spider has.
Official wording
Students will begin to locate facts that are clearly stated in a text.

Critical Reading and Writing: Writing

3 standards
Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.
1.3.W.1
Write a story with characters, a beginning, middle and end, and a simple time and place, with help.
Official wording
Students will write narratives incorporating characters, plot (i.e., beginning, middle, end), and a basic setting (i.e., time, place) with prompting.
1.3.W.2
Start writing facts about a topic after hearing a text read aloud, to show what they learned, with help.
Official wording
Students will begin to write facts about a topic in response to a text read aloud to demonstrate understanding with prompting.
1.3.W.3
Write what they think about a topic and give one reason why, with help.
Official wording
Students will write an opinion about a topic and provide a reason to support the opinion with prompting.

Vocabulary: Reading

5 standards
Students will expand their grade-level vocabularies through reading, word study, and class discussion.
1.4.R.1
Start seeing how words are connected, like words that mean the same, such as big and large, or the opposite, such as hot and cold.
Official wording
Students will begin to determine relationships among words, including synonyms and antonyms.
1.4.R.2
Use the words and pictures around a new word to work out what it means, with help.
Official wording
Students will use context clues to determine the meaning of words with prompting.
1.4.R.3
Use word parts like prefixes, endings and base words to figure out what new words mean, like unhappy, with help.
Official wording
Students will use word parts (e.g., affixes, Anglo-Saxon roots, stems) to define unfamiliar words with prompting.
1.4.R.4
Start looking up word meanings in simple tools like a picture dictionary or the glossary at the back of a book.
Official wording
Students will begin to use grade-level resource materials (e.g., simple dictionary, glossary) to clarify the meaning of words.
1.4.R.5
Learn new first-grade words, connect them to what they already know and use them in new settings.
Official wording
Students will acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in new situations.

Vocabulary: Writing

2 standards
Students will apply knowledge of vocabulary to speak and write effectively.
1.4.W.1
Use words learned in first grade to share ideas when they talk and write.
Official wording
Students will use grade-level vocabulary to communicate ideas through speaking and writing.
1.4.W.2
Choose words that suit the purpose when speaking and writing, like friendly words in a thank-you card, with help.
Official wording
Students will use language in speaking and writing according to purpose with prompting.

Language: Reading

2 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend, analyze, and/or evaluate a variety of texts.
1.5.R.1
Recognize simple sentences in their reading, like The cat sleeps on the bed.
Official wording
Students will recognize simple sentences.
1.5.R.2
Find nouns and their plurals, action verbs, color, size and number adjectives, prepositions, pronouns like we, joining words like but, and the adverbs too and very.
Official wording
Students will recognize parts of speech in sentences:•nouns as concrete objects (i.e., people, places, and things)•regular plural nouns•present-tense verbs as actions•color, size, and number adjectives•prepositions•the pronouns I, me, you, and we•the conjunctions and, or, and but•the adverbs too and very

Language: Writing

4 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to speak and write effectively, demonstrating standard usage when appropriate.
1.5.W.1
Write simple sentences that end with the right punctuation mark.
Official wording
Students will compose simple sentences that conclude with an end mark.
1.5.W.2
Pick nouns, verbs and describing words that make their writing clearer and more varied, like the tiny red bug crawled.
Official wording
Students will use nouns, verbs, and adjectives to add clarity and variety to their writing.
1.5.W.3
Use capital letters to start sentences and for names, months and days of the week, like Maria and Monday.
Official wording
Students will capitalize the first letter of a sentence, proper names, and months and days of the week.
1.5.W.4
End each sentence with the right mark, a period, question mark or exclamation point, to match what it says.
Official wording
Students will use periods, question marks, and exclamation points.

Research: Reading

3 standards
Students will gather, comprehend, evaluate, and synthesize researched information to acquire and refine knowledge.
1.6.R.1
Name the people who could answer questions on their topic or the books and tools they need to find answers.
Official wording
Students will identify who can answer questions about their topic or what resources they will need to find the information.
1.6.R.2
Use photos, pictures, titles, labels, headings, charts and graphs to help understand a text.
Official wording
Students will identify and use graphic and text features to understand texts:•photos•illustrations•titles•labels•headings•charts•graphs
1.6.R.3
Find the table of contents and glossary in a book and explain what each one is for.
Official wording
Students will identify the location and purpose of the table of contents and glossary.

Research: Writing

3 standards
Students will synthesize information ethically through speaking and writing.
1.6.W.1
Come up with questions to research about topics they are curious about, like how bees make honey.
Official wording
Students will generate questions about topics of interest for research.
1.6.W.2
Sort what they find in group or solo research using charts, webs or other organizers, with help.
Official wording
Students will organize information found during group or individual research, using graphic organizers or other aids with prompting.
1.6.W.3
Present what they learned to others for a purpose, like explaining a fact to a partner or adding it to a class poster.
Official wording
Students will share relevant information for various purposes.

Multimodal Literacies: Reading

1 standard
Students will comprehend and evaluate multimodal content.
1.7.R
Describe how a video, slideshow or picture book uses images, sound and words to show an idea or topic.
Official wording
Students will explain how ideas and topics are depicted in multimodal content.

Multimodal Literacies: Writing

1 standard
Students will create multimodal content to communicate effectively.
1.7.W
Share ideas, thoughts and feelings by mixing writing with sound, pictures or movement, like a drawing with a recorded voice.
Official wording
Students will use a combination of writing, sound, visual content, and/or movement to communicate ideas, thoughts, and feelings.

Independent Reading and Writing: Reading

1 standard
Students will read self-selected texts independently, choosing genres to suit and expand their personal preferences and purposes.
1.8.R
Choose books for school and for fun and read on their own for longer stretches of time.
Official wording
Students will select texts for academic and personal purposes and read independently for extended periods of time.

Independent Reading and Writing: Writing

1 standard
Students will write independently, intentionally selecting modes, purposes, and audiences.
1.8.W
Write on their own using a mix of early spelling and correct writing, with help.
Official wording
Students will write independently using a combination of emergent and conventional writing with prompting.

The official Oklahoma documents

Oklahoma Academic Standards for English Language Arts, Oklahoma State Department of Education.

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