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How to learn Grade 1: English language arts

Arizona academic standards: English language arts, Grade 1

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1. Language Standards · With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

  1. Shades of Meaning: Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use
  2. Sorting & Categorising Words: Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives
  3. Defining Words: Define words by category and by one or more key attributes (e.g., 'a duck is a bird that swims'), making real-life connections between words and their use

2. Language Standards · 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 f

  1. Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
  2. Word Parts as Clues: Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning
  3. Root Words & Inflections: Identify frequently occurring root words and their inflectional forms (e.g., look/looks/looked/looking), using affixes as clues to word meaning and understanding how suffixes create nouns and adjectives

3. Language Standards · Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

  1. Grammar words: letter, word, sentence: Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark
  2. Starting and Ending Sentences: Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation
  3. Capitals for Names, Days and I: Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I'

4. Language Standards · Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

  1. Building sentences: Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing
  2. Four Types of Sentences: Understand and use the four sentence types — statement, question, exclamation, and command — recognising how grammatical patterns indicate sentence function
  3. Prepositions: Understand and use the most frequently occurring prepositions of location and direction (e.g. to, from, in, out, on, off, for, by, with)
  4. Basic Nouns & Verbs: Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
  5. Past, Present and Progressive Tense: Use verbs to convey past and present tense correctly and consistently, including the progressive form (e.g., she is drumming, he was shouting), understanding how tense indicates time
  6. Pronouns: Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition
  7. Subject-verb agreement: Use singular and plural nouns with matching verbs in sentences, maintaining subject-verb agreement (e.g., 'He hops' vs 'We hop')

5. Speaking and Listening Standards · Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

  1. Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking
  2. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

6. Writing Standards: Foundational Skills · Know and apply phonics and word analysis skills when encoding words.

  1. Blending Sounds to Read Words: Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes
  2. Knowing all letters: Recognise and name all uppercase and lowercase letters of the alphabet; name the letters in order and use letter names to distinguish between alternative spellings
  3. Syllables: Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling
  4. Reading Inflectional Endings: Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns

7. Writing Standards: Foundational Skills · Demonstrate and apply handwriting skills.

  1. Spaces Between Words: Separate words with spaces in writing; understand that spaces mark word boundaries in print
  2. Forming Capital Letters: Form capital letters correctly; print many upper- and lowercase letters legibly

8. Reading Standards: Foundational Skills · Read with sufficient accuracy and fluency to support comprehension.

  1. Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression
  2. Reading with Expression and Accuracy: Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct

9. Reading Standards: Foundational Skills · Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.

  1. Syllables (age 6+): Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together

10. Reading Standards: Foundational Skills · Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

  1. Onsets & Rimes: Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new words

11. Reading Standards: Foundational Skills · Demonstrate understanding of the organization and basic features of print.

  1. Understanding print: Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books