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Washington Standards

Washington 1st Grade ELA Standards

All 26 Washington English language arts standards for 1st grade, each explained in plain English. The official wording is one click away under each one.

26 standards

Reading

5 standards
Students read, comprehend, interpret, analyze, and appreciate multimodal texts from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 2, 3, and 4 are prioritized.
ELA.1.R.1
Find a sentence's first word, capital, and end mark, see that printed words are letters in order with spaces between them, and tell how pictures add meaning.
Official wording
Students know and apply the basic features of print and how it is organized.aRecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).bRecognize that spoken words are represented by specific sequences of letters in print.cRecognize that words are separated by spaces in print.dTell how the text/visual features represent and/or add to the written text's meaning.
ELA.1.R.2
Count and blend syllables, pick out and blend the sounds in one-syllable spoken words, including blends like st, and add, drop, or swap sounds to make new words.
Official wording
Students demonstrate how sounds, syllables, words, and pauses function in spoken language (phonological awareness).aRecognize, segment, blend, and count the syllables in spoken words.bRecognize, isolate, and blend initial, medial, and final sounds (phonemes) in spoken single-syllable words.cOrally produce single-syllable words by blending individual sounds (phonemes), including consonant blends.dAdd, delete, or substitute individual sounds (phonemes) in simple words to form new words.
ELA.1.R.3
Decode words with short and long vowels, digraphs like sh, silent e, and vowel teams, read endings like -ing and two-syllable words, and read short passages smoothly.
Official wording
Students decode words accurately by applying grade-level phonics and word analysis skills.aProduce the sounds for short and long vowels, consonants, and use them to decode regularly spelled one-syllable words.bKnow the spelling sound-correspondence for common consonant digraphs (e.g., “ch,” “sh,” “th, “wh”).cRecognize and apply knowledge of silent –e (CVCe) and common vowel team (CVVC) patterns for representing long vowel sounds (e.g., “cake,” “boat”).dRecognize and apply the understanding that every syllable must have a vowel sound.eDecode regularly spelled two-syllable words by breaking them into syllables and applying known spelling patterns (e.g., “robin”).fAdd, delete, or substitute letters and common spelling patterns (word families) to form new words and demonstrate how patterns change pronunciation or meaning.gRead words with inflectional endings (e.g., “-s,” “-ed,” “-ing”).hRecognize and read irregularly spelled high frequency words (e.g., “said,” “was”) with increased accuracy and automaticity.iRead simple sentences and short paragraphs with increasing fluency (accuracy, rate, and expression), using self-monitoring to notice and correct errors.
ELA.1.R.4
Preview a text's title, author, and genre, picture it in their minds, check predictions, keep going when reading gets hard, and describe characters, setting, and events.
Official wording
Students comprehend and interpret texts during shared reading, read aloud, and independent reading, using knowledge of print, language, and text features to make meaning.aPreview the text by noting author, illustrator, title, topic, genre, and images.bUse personal connections and content knowledge to visualize, imagine, and/or otherwise engage the senses to make meaning of the text.cMake predictions and check them against what is in the text.dUse a variety of strategies to maintain motivation and reconnect to the flow of reading.eAsk and answer questions about the topic and key details in a text.fDescribe a story's characters, setting, and major events.gRetell familiar stories in their own words and/or say what they learned from a text.
ELA.1.R.5
Share what words or pictures make them think or feel, name a text's main idea or lesson, link it to their life, and compare characters, settings, or plots in two texts.
Official wording
Students analyze texts by making connections between texts, authors, readers, and the world.aDescribe what words or images in a text make them think, feel, or wonder.bTell the main idea or lesson in a text and make a personal connection to it.cCompare and contrast the narrators, characters, settings, plots, and/or ideas in two or more texts.

Writing

6 standards
Students compose multimodal texts through drawing, visually representing, and writing in a variety of genres for a range of communicative situations in the context of grade-level content. Standards 1, 2 and 3 are prioritized. This is the first time standard 2 is prioritized.
ELA.1.W.1
Draw and write to describe, inform others about the world, give opinions, persuade, and tell a story of two or more events in order.
Official wording
Students compose multimodal texts through shared and independent writing activities in a variety of genres for a variety of purposes.aCompose in order to describe experiences, ideas, and imaginings.bCompose in order to inform others about their observations and explanations of the world.cCompose in order to express their opinions and/or preferences.dCompose in order to persuade others.eCompose in order to tell the story of two or more sequenced events.
ELA.1.W.2
Plan writing projects with others or alone by choosing what interests them, thinking about who will read it, and putting the steps to finish in order.
Official wording
Students plan and complete shared and independent writing projects.aConnect the task to their interests, experiences, or topics they know about.bRecognize that writing shares ideas with specific readers or listeners.cIdentify and sequence steps to complete the writing project or task.
ELA.1.W.3
Pick topics, gather ideas from group research and images, then draft facts, comparisons, opinions with reasons, or stories using order words like first and then.
Official wording
Students draft content, using tools effectively.aIdentify topics and generate ideas.bGather ideas and select material from group research, images, and/or multimedia artifacts that illustrate and support their ideas.cTell information about a single topic.dCompare and contrast information within a topic.eState a detail about an opinion and/or preference.fUse language to persuade others with feelings and reasons.gTell events in stories in sequence, using details and temporal words to signal order.hAdd labels to drawings and diagrams.
ELA.1.W.4
Organize writing by naming the topic at the start, keeping related ideas together or in order, and ending with a closing.
Official wording
Students organize content across genres.aName topics to introduce them.bGroup or sequence related content.cProvide a sense of closure.
ELA.1.W.5
Reread their writing to check that it makes sense, get feedback from an adult or classmate, add or change words and pictures, and fix capitals and punctuation.
Official wording
Students discuss, revise, and/or edit their compositions.aRe-read writing to decide if it makes sense.bEngage with an adult or peer for feedback about their compositions.cAdd, remove, or change words, details, and/or pictures to better communicate and represent meaning.dEdit for mechanics and conventions. [Demonstrate command of Language standards in grades K–1.]
ELA.1.W.6
Share finished writing with people they know and trust, like making a class book or reading a story aloud to family.
Official wording
Students share and publish compositions for known and trusted audiences.

Speaking, Listening, and Digital Forums

5 standards
Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level content. Standard 1 is prioritized.
ELA.1.SLDF.1
Join class talks in person or in supervised online spaces, follow discussion rules, add details, build on others' ideas, and ask or answer questions to clear things up.
Official wording
Students listen, respond respectfully, and contribute during face-to-face discussions and/or in teacher-moderated or simulated digital forums.aIdentify expectations for engaging with and including other participants.bDescribe the people, places, things, events, information, and emotions they are referring to with relevant details.cDraw on experience, observation, and prior learning to answer questions.dConnect statements to others' contributions to develop common understanding and propel conversation.eIdentify when clarification is needed for something they did not understand and/or restate what they heard others say.fAnswer questions to clarify something others did not understand, including the meaning of words and phrases used in discussion.
ELA.1.SLDF.2
Work on group projects by describing the group's rules, adjusting them when needed, doing their share of the work, and speaking up to support teammates.
Official wording
Students collaborate on projects and tasks.aDescribe expectations, changing them when needed.bContribute towards the shared goal.cCommunicate to support the group and/or deal with concerns.
ELA.1.SLDF.3
Present experiences, ideas, and findings by picking a topic, deciding what to say, and adding pictures or media that make it clearer and keep listeners interested.
Official wording
Students express experience, positions, ideas, findings, and creative work.aIdentify topics from the situation, experience, imagination, reading, group research, media, conversations, and/or products from ELA.1.W.1.bDevelop content by considering what they want to communicate within the situation.cUse images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.
ELA.1.SLDF.4
Show their own voice through the words they pick, drawing on their strengths and feelings, and choose what to keep private and what to share.
Official wording
Students determine how to present themselves and their ideas in different contexts.aExpress a distinct voice through word choice by drawing on their strengths, thoughts, and feelings.bDetermine what they want or do not want to share and why.
ELA.1.SLDF.5
Speak clearly and loudly enough, with gestures and a good pace, so listeners understand, like when retelling a favorite story to the class.
Official wording
Students use an audible voice, gesture, and pacing to illuminate the content.

Language

5 standards
Students develop command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standards 2, 3, and 5 are prioritized.
ELA.1.L.1
Compare how people talk at school, at home, and with friends, and pick language that suits the situation or listener.
Official wording
Students notice when and why language is used differently at school, at home, and with peers.aCompare words and ways of speaking used at school, at home, and with peers.bIdentify language that fits different situations or audiences.
ELA.1.L.2
Build longer sentences with clarifying details, match nouns and verbs, like the dog runs and the dogs run, and use verbs for past, present, and future.
Official wording
Students produce and expand sentences in conversations and writing about experiences, events, and ideas.aExpand sentences by adding details that clarify meaning.bUse singular and plural nouns with matching verbs in sentences.cUse verbs to communicate past, present, and future.
ELA.1.L.3
Work out unfamiliar words with context, questions, and word parts, and use common, proper, and possessive nouns, pronouns, adjectives, and joining words.
Official wording
Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to.aUse context, questions, roots, and affixes to clarify the meaning of unfamiliar words and phrases.bUse common, proper, and possessive nouns and personal, possessive, and indefinite pronouns.cUnderstand and use high-frequency adjectives, prepositions, conjunctions, and determiners.
ELA.1.L.4
Sort words and objects into categories, define words by key traits, and tell apart close verbs and adjectives, like look and stare or big and huge.
Official wording
Students explore relationships among words and meaning in the context of conversations, reading, and writing about experiences, events, and ideas.aSort common objects into categories to identify connections between words and their meanings.bSort and define words by category and key attributes.cDistinguish and express shades of meaning among verbs and adjectives that differ in manner or intensity.
ELA.1.L.5
Print all letters neatly, spell with phonics patterns and sight words, capitalize names and I, and end sentences with a period, question mark, or exclamation point.
Official wording
Students develop foundational writing skills to record their ideas using letters, words, and sentences.aForm all lower- and upper-case letters legibly and write with appropriate spacing.bSpell words using sound-letter correspondences, common spelling patterns, and taught phonics patterns.cSpell one-syllable and high frequency words, including irregularly spelled words with increasing accuracy.dCapitalize sentence beginnings, the pronoun I, and names of people and places.eUse periods, exclamation points, and question marks to end complete sentences.fDevelop automaticity in spelling and handwriting and/or other modalities to support written expression.

Research and Media Literacy

5 standards
Students ask questions, seek answers from a variety of sources, and use their learning. Students identify reactions to media messages, purposes and parts of media messages, and people who create media messages. Standard 1 is prioritized.
ELA.1.RML.1
Ask questions, think of where to look for answers, like a library or an expert, help adults search online, and decide what information answers the question.
Official wording
Students engage in research and inquiry by asking questions and seeking answers from provided information sources, independently and collaboratively.aAsk questions about a provided topic or things that make them curious.bGenerate ideas for where they might find answers to their questions, including by talking to people about the topic.cIdentify a variety of information sources and where to find them, including by exploring libraries.dContribute suggestions when adults use digital search tools.eIdentify information that does and does not answer their questions.fUse and/or share new learning.
ELA.1.RML.2
Notice how ads, videos, and other media make them feel, and see that different people can react to the same message in different ways.
Official wording
Students identify reactions to media messages.aIdentify differences between ways in which people react to media messages.bIdentify how media messages make them feel.
ELA.1.RML.3
Tell apart media messages that try to sell something from ones made only to entertain, like a toy ad versus a cartoon.
Official wording
Students identify the purposes of media messages.aIdentify media messages that are selling something and media messages that are just for fun.
ELA.1.RML.4
Pick out facts and opinions in media, tell what is real from what is make-believe, and describe the pictures in a media message.
Official wording
Students identify characteristics of different parts of media messages.aIdentify facts and opinions within media messages.bIdentify what’s realistic and what’s pretend within media messages.cDescribe images within media messages.
ELA.1.RML.5
Name who makes a media message and spot people who are experts on a topic, like a vet in a video about pet care.
Official wording
Students identify people who create media messages and choices they make.aIdentify people who are experts on a particular topic.

The official Washington documents

Washington State Learning Standards for English Language Arts by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

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.