1st Grade 2010 ELA Standards | 2016 ELA Standards Rewrite Comparison
| Reading Standards for Literature | |||||
| Code | Standard | Draft Standard | Vertical Alignment | Horizontal Alignment | Final Decision |
| 1.RL.1 | Ask and answer questions about key details in a text. | Ask and answer questions such as who, what, where, why, and how about key details in a text. | No changes, refinement agreed to by group. | ||
| 1.RL.2 | Retell stories, including key details, and demonstrate understanding of their central message or lesson. | Retell stories incuding key details and demonstrate understanding of their main idea, central message, or lesson. | No changes, refinement agreed to by group. | ||
| 1.RL.3 | Describe characters, settings, and major events in a story, using key details. | Describe characters, settings, and major events in a story, using key details. | |||
| Craft and Structure | |||||
| 1.RL.4 | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. | |||
| 1.RL.5 | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. | Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. | ||
| 1.RL.6 | Identify who is telling the story at various points in a text. | Identify who is telling the story at various points in a text. |
| Integration of Knowledge and Ideas | ||
| 1.RL.7 | Use illustrations and details in a story to describe its characters, setting, or events. | Use illustrations and details in a story to describe its characters, setting, or events. |
| 1.RL.8 | (Not applicable to literature) | (Not applicable to literature) |
| 1.RL.9 | Compare and contrast the adventures and experiences of characters in stories. | Compare and contrast the adventures and experiences of characters in stories. |
| Integration of Knowledge and Ideas | ||||||
| Code | Standard | Draft Standard | Vertical Alignment | Horizontal Alignment | Final Decision | |
| Range of Reading and Level of Text Complexity | ||||||
| 1.RI.1 | Ask and answer questions about key details in a text. | Ask and answer questions such as who, what, where, why, and how about key details in a text. | No changes, refinement agreed to by group. | |||
| 1.RI.2 | Identify the main topic and retell key details of a text. | Identify the main topic and retell key details of a text. | ||||
| 1.RI.3 | Describe the connection between two individuals, events, ideas, or pieces of information in a text. | Describe the connection between two individuals, events, ideas, or pieces of information in a text. | Add verbiage “key details” to align with 1.Ri.1 and 1.Ri.2. | Describe the connection between two individuals, events, ideas, or pieces of information in a text using key details. | ||
| Craft and Structure | ||||||
| 1.RI.4 | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. | ||||
| 1.RI.5 | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. | ||||
| 1.RI.6 | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. | ||||
| Integration of Knowledge and Ideas | ||||||
| Code | Standard | Draft Standard | Vertical Alignment | Horizontal Alignment | Final Decision | |
| 1.RI.7 | Use the illustrations and details in a text to describe its key ideas. | Use the illustrations and details in a text to describe its key ideas. | ||||
| 1.RI.8 | Identify the reasons an author gives to support points in a text. | Identify the reasons an author gives to support points in a text. | ||||
| 1.RI.9 | Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). | Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). | ||||
| Range of Reading and Level of Text Complexity | ||||||
| Code | Standard | Draft Standard | Vertical Alignment | Horizontal Alignment | Final Decision | |
| 1.RI.10 | With prompting and support, read informational texts appropriately complex for grade 1. | With prompting and support, read informational texts including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1. | Refinement agreed to by group. | |||
| AZ.1.RI.10 | a. With prompting and support, read functional texts including history/social studies, science and technical texts, appropriately complex for grade 1. | Delete AZ.1.RI.10 | Refinement agreed to by group. |
| Reading Standards: Foundational Skills | |||||
| Print Concepts | |||||
| Code | Standard | Draft Standard | Vertical Alignment | Horizontal Alignment | Final Decision |
| 1.RF.1 | “Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).” |
“Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., capitalization of first word and ending punctuation).” |
“Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence: capitalization of first word and ending punctuation.” |
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| Phonological Awareness | |||||
| Code | Standard | Draft Standard | Vertical Alignment | Horizontal Alignment | Final Decision |
| 1.RF.2 | “Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single‐syllable words. b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words. d. Segment spoken single syllable words into their complete sequence of individual sounds (phonemes).” |
“Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single‐syllable words. b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends. d. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words. e. Segment spoken one syllable words of three to five phonemes into individual phonemes (e.g., /s/p/l/a/t/) f. Orally generate a series of original rhyming words using a variety of phonograms (e.g., -ed, -ake, -ant, ain,) and consonant blends (e.g., bl, st, tr) |
Refinement agreed to by group. | ||
| 1.RF.3 | “Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Know the spelling‐sound correspondences for common consonant digraphs. b. Decode regularly spelled one syllable words. c. Know final ‐e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two‐syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade‐appropriate irregularly spelled words.” |
“Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Know the spelling‐sound correspondences for common consonant digraphs. b. Decode regularly spelled one syllable words. c. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. d. Recognize and apply all six syllable types with grade-level appropriate texts. e. Read words with inflectional endings. f. Recognize and read grade‐appropriate irregularly spelled words. |
“Refinement agreed to by group. | ||
| 1.RF.4 | “Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding. b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.” |
“Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding. b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.” |
| College and Career Readiness Anchor Standards for Writing | |||||
| Text Types and Purposes | |||||
| Code | Standard | Draft Standard | Vertical Alignment | Horizontal Alignment | Final Decision |
| 1.W.1 | “Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.” | “Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.” | |||
| 1.W.2 | “Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.” | “Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.” | |||
| 1.W.3 | “Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.” | “Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.” | |||
| Production and Distribution of Writing | |||||
| 1.W.4 | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). | |||
| AZ.1.W.4 | “a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.” | Eliminate Az.1.W.4.a | Refinement agreed to by group. | ||
| 1.W.5 | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. | With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. | |||
| 1.W.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. |
| Research to Build and Present Knowledge | ||||||
| Code | Standard | Draft Standard | Vertical Alignment | Horizontal Alignment | Final Decision | |
| 1.W.7 | “Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).” | “Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).” | Add verbiage to beginning “with guidance and support from adults” to align with 1.W.8. “With guidance and support from adults, Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).” | |||
| 1.W.8 | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | ||||
| 1.W.9 | (Begins in grade 4) | |||||
| Range of Writing | ||||||
| 1.W.10 | (Begins in grade 3) | (Begins in grade 3) | ||||
| Speaking and Listening Standards | ||||||
| Comprehension and Collaboration | ||||||
| 1.SL.1 | “Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. “ |
“Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.” |
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| 1.SL.2 | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. | ||||
| 1.SL.3 | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. | Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. | ||||
| Presentation of Knowledge and Ideas | ||||||
| 1.SL.4 | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. | ||||
| 1.SL.5 | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. | ||||
| 1.SL.6 | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) | Produce complete sentences when appropriate to task and situation. (See 1.L.1. for specific expectations.) | ||||
| Presentation of Knowledge and Ideas | ||||||
| 1.SL.4 | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. | ||||
| 1.SL.5 | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. | ||||
| 1.SL.6 | Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) | Produce complete sentences when appropriate to task and situation. (See 1.L.1. for specific expectations.) | ||||
| Language Standards | ||||||
| Conventions of Standard English | ||||||
| 1.L.1 | “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Print all upper‐ and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.) d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.” |
“Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use common, proper, and possessive nouns. b. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.) c. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). d. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home.; Today I walk home.; Tomorrow I will walk home.). e. Use frequently occurring adjectives. f.Use frequently occurring conjunctions (e.g., and, but, or, so, because). g. Use determiners (e.g., articles, demonstratives). h. Use frequently occurring prepositions (e.g., during, beyond, toward). i. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.” |
Refinement agreed to by group. Formatting: add a line space before a, b, c. Define i.e. and e.g. in glossary. | *1.L.1a moved to Writing Foundations | ||
| AZ.1.L.1 | k. Write multiple sentences in an order that supports a main idea or story. | k. Write multiple sentences in an order that supports a main idea or story. | ||||
| 1.L.2 | “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.” |
“Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. |
Refinement agreed to by group. | *1.L.2e – moved to Writing Foundations (1.WF.9) | ||
| Knowledge of Language | ||||||
| 1.L.3 | (Begins in grade 2) | (Begins in grade 2) | ||||
| Vocabulary Acquisition and Use | ||||||
| 1.L.4 | “Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence‐level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).” |
“Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence‐level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).” |
Add verbiage “With guidance and support from adults” to beginning to align with 1.L.5. | “With guidance and support from adults, determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence‐level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).” |
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| 1.L.5 | “With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define 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). c. Identify real‐life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish 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.” |
“With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define 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). c. Identify real‐life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish 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.” |
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| 1.L.6 | 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). | 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). | Add verbiage “With guidance and support from adults” to beginning to align with 1.L.5. | With guidance and support from adults, 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). | ||
| Writing Standards: Foundational Skills | (Not present in 2010 standards) | 2016 | ||||
| Write upper and lower case manuscript alphabet from memory | ||||||
| Write common grapheme (letter or letter group) for each phoneme | ||||||
| Orally segment the phonemes in any single-syllable, spoken word | ||||||
| Know that each syllable is organized around a vowel sound | ||||||
| Spelling | ||||||
| “Spell common, regular, single syllable words a. short vowels and single consonants b. Consonant graphemes including qu,x, and -ck; digraphs ( e.g., thin, shop when, much, sing); and doubled letters (e.g., off, will, mess) c. Initial and final consonants blends (e.g., must, slab, plump) d. Long vowels spelled correctly predictably, including VCe (e.g., came, like) a few common vowel teams (e.g., boat, play, wait, see, team, right), and final -y (e.g., cry) e. Vowel -r combinations including er, ar, or (e.g., her, for, car) |
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| “Spell words with inflections a. Verbs with -ing, -ed and -s and no change in the base word (e.g., snowed, playing, jumps) b. Nouns with -s, -es, and not change to the base word (e.g., rugs, kisses) c. Adjectives with -er, -est and no change to the base word (e.g., slower) |
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| “Spell two-syllable words that: a. End in -y, -ly (e.g., smelly, badly) b. Are compounds (e.g., hotdog) c. Have two closed syllables (e.g., rabbit, wagon) |
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| “Spell the 100 most often used words in English a. Irregular words (e.g., said, what, are, they was) b. Patterned based words (e.g., he, him, for, in, by, like) |
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| Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions |