Grade 1 ELA Wisconsin standards Standards

Conventions of Standardized English

Vocabulary Acquisition & Use

Knowledge of Language

Language

Presentation of Knowledge & Ideas

Comprehension & Collaboration

Speaking and Listening

Inquiry to Build & Present Knowledge

Production & Distribution of Writing

Text Types & Purposes

Writing Standards

Integration of Knowledge & Ideas

Craft & Structure

Key Ideas & Details

Reading

Fluency

Phonics & Word Recognition

Phonological Awareness

Print Concepts

Reading Foundational Skills

Use language to achieve desired outcomes when communicating.

Notice linguistic diversity.

Demonstrate emerging knowledge of word meanings.

Demonstrate understanding of words used in every day routines.

Not applicable

Demonstrate emerging understanding of word relationships.

With guidance and support, identify words about feelings.

With guidance and support, sort common objects into familiar categories.

With guidance and support, demonstrate understanding of common verbs.

With guidance and support, use words acquired through conversations, being read to, and during shared reading activities.

Demonstrate emerging understanding of letter and word use.

Write letters from own name.

Use frequently occurring nouns in communication.

Use frequently occurring plural nouns in communication.

With guidance and support, use familiar personal pronouns (e.g., I, me, and you).

Use familiar present tense verbs.

With guidance and support, use familiar frequently occurring adjectives (e.g., big, hot).

With guidance and support, use common prepositions (e.g., on, off, in, out).

With guidance and support, use simple question words (interrogatives)(e.g., who, what).

Demonstrate emerging understanding of conventions of standardized English.

With guidance and support, capitalize own name.

With guidance and support during shared writing, put a period at the end of a sentence.

Not applicable

With guidance and support, use letters to create words.

With guidance and support during shared writing, identify the letters that represent sounds needed to spell words.

Identify details in familiar texts. (RI&RL)

With guidance and support, identify important details (RI) and recount major events (RL) in familiar texts.

Identify characters and settings (RL) or important details and events (RI) in familiar texts.

With guidance and support, identify sensory or feeling words in a familiar text; ask the reader to explain the meaning of unknown words. (RI&RL)

With guidance and support, identify a text as telling a story or teaching facts (i.e., informational) and locate the front cover, back cover, and title page of the text. (RI&RL)

Distinguish between words and illustrations/graphics in a text. (RI&RL)

Identify illustrations or objects/tactile information that go with the text.(RI&RL)

Identify points the author makes in familiar text. (RI)

With guidance and support, compare parts of two texts, identifying adventures or experiences of characters in a text as same or different. (RI&RL)

Demonstrate emerging understanding of the organization of print.

Demonstrate understanding of the organization and basic features of print (e.g., left-to-right, top-to-bottom orientation of print, one-to-one correspondence between written and spoken word).

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Recognize rhyming words.

With guidance and support, match orally presented segmented phonemes (e.g., C-A-T) to pictures or words illustrating the corresponding word.

Identify a single syllable spoken word with the same onset (beginning sound) as a familiar word.

Not Applicable

Not Applicable

Demonstrate emerging letter and word identification skills.

Recognize and/or identify upper case letters of the alphabet.

With guidance and support, recognize familiar words that are used in everyday routines.

Not applicable

Not applicable

Not applicable

Not applicable

Not applicable

Begin to attend to words in print.

Engage in sustained, independent study of books.

Participate in shared reading of a variety of reading materials reflecting a variety of text genres.

Not applicable

With guidance and support, participate in conversations with adults.

Engage in multiple-turn-exchanges with supportive adults.

Build on comments or topics initiated by an adult.

Use one or two words to ask questions related to the topic or text.

Consider individual differences when communicating with others.

During shared reading activities, answer questions about details presented orally or through other media.

Communicate confusion or lack of understanding ("I don't know.").

Identify familiar people, places, things, and events.

Add or select drawings or other visual or tactile displays that relate to familiar people, places, things, and events.

With guidance and support, use drawing, dictating, or writing to compose writing for a variety of high-stakes and low stakes purposes.

With guidance and support, use writing, dictation and/or drawing to compose:

Opinion pieces in which they state an opinion.

Informative/Explanatory text in which they provide some information about a predetermined or self chosen topic.

Convey events, real or imagined and narrate a single event or several loosely linked events.

With guidance and support, use a combination of drawing, dictating and writing to create a text that uses words familiar to the student.

(Begins in grade 3)

With guidance and support from adults, add more information to their own drawing, dictation, or writing on a topic to strengthen it.

With guidance and support from adults, explore a variety of digital tools to produce individual or group writing. With guidance and support from adults, produce writing through printing (including letter like marks or forming some printed letters).

With guidance and support, participate in shared inquiry and writing projects.

With guidance and support from adults, identify information related to personal experiences and answer simple questions about those experiences.

With guidance and support from adults, recall key details from literary or informational texts.

Conventions of Standardized English

Vocabulary Acquisition and Use

Knowledge of Language

Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening

Inquiry to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading

Fluency

Phonics and Word Recognition

Phonological Awareness

Print Concepts

Reading Foundational Skills

Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge to comprehend more fully when reading and listening, and make effective choices when composing, creating, and speaking.

Recognize and appreciate the linguistic diversity of peers, teachers, and other members of the school community.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate.

Use inflexional forms as clues to the meaning of unknown words (e.g., looks, looked).

Identify common root words.

Demonstrate understanding of figurative language, word relationships and nuances in word meanings. With guidance and support from adults:

Identify words and phrases that suggest feelings or appeal to the senses (e.g., in stories, poems, or conversations).

Explain rationale for sorting words into categories.

Act out or define shades of meanings with verbs of differing manner (e.g., peek, scowl) and adjectives (e.g., gigantic, large).

Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation. Use frequently occurring conjunctions (e.g., because) to signal simple relationships.

Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose of language choice with:

Common, proper, and possessive nouns.

Nouns/verbs agreement in simple sentences.

Frequently occurring pronouns, adjectives, conjunctions, verb tenses, and prepositions.

Production and expansion of complete sentences in response to prompts.

Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose in conventions with:

Capitalization of dates and names of people.

End punctuation.

Commas in dates and simple sets.

Use conventional spelling for words with common spelling patterns and draw on phonological awareness and spelling conventions to spell other words phonetically.

Develop and answer questions about key ideas and details in a text.

Identify a main topic or central idea in a text with guidance and support; retell important details.

Describe characters, settings, and important events in a story or pieces of information in a text.

Identify specific words and phrases that express feeling, appeal to the senses, or content-specific words within a text.

Identify a variety of genres and explain major differences between literary texts and informational texts.

Describe how illustrations and details support the point of view or purpose of the text.

Use illustrations and details in literary and informational texts to discuss story elements and/or topics.

Identify specific information an author or illustrator gives that supports ideas in a text.

Compare and contrast two texts; recognize that texts reflect one's own and others' culture.

Demonstrate understanding of the organization and basic features of print.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Distinguish long from short vowel sounds in spoken single-syllable words.

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Add, delete, or substitute individual sounds (phonemes) in simple one-syllable words to make new words.

Know and apply grade-level phonics and word analysis skills in decoding words.

Know the spelling-sound correspondences for common consonant digraphs.

Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).

Know final -e and common vowel team conventions for representing long vowel sounds (Examples include but are not limited to: ai, ay, oa, ea, ee, ie, ue, ow).

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Decode two-syllable words following basic (known) patterns by breaking the words into syllables.

Read words with inflectional endings (i.e., -s, -ed, -ing).

Recognize and read grade-appropriate irregularly spelled words.

Read emergent-reader texts with purpose, understanding, and sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups.

With guidance and support, follow agreed-upon norms for discussions and participate by actively listening, taking turns, and staying on topic.

Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

Ask questions to clear up any confusion about the topics and texts under discussion.

Consider individual differences when communicating with others.

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 what a speaker says in order to gather additional information or clarify something that is not understood.

Describe people, places, things, and events with relevant details, expressing ideas clearly.

Create an original or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.

Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Write text in a variety of modes:

Opinion pieces in which they introduce the topic or name the text they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Informative/explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Convey events, real or imagined, through 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.

Create writing that utilizes:

Organization: provide a beginning, middle and a simple ending.

Transitions: simple word transitions and temporal words/pictures that link ideas.

Word Choice (including domain specific): experiments with descriptive words to describe feelings, events and images.

With guidance and support from adults, produce writing in which the development and organization are culturally-sustaining and rhetorically authentic to task and purpose.

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, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing (including forming most printed upper and lower case letters), cursive, and/or typing.

Participate in shared inquiry 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).

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 and use facts from literary and informational text to support reflection and inquiry on characters, setting, key details, specified information, and ideas presented in a text.