Arkansas English Language Arts Standards — Grade 1


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L.1.1

Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 1 when writing or speaking

L.1.1.A

Print all upper- and lowercase letters with proper letter formation.

L.1.1.B

Use common, proper, and singular possessive nouns ( e.g., dog, Skippy, dogs or Skippy's).

L.1.1.C

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.). Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.).

L.1.1.D

Use personal, possessive, and indefinite pronouns (e.g., I, me, they, them, my, their, anyone, everything).

L.1.1.E

Use adjectives. Use determiners, noun markers, to add specificity (e.g., a book, the book).

L.1.1.F

Use conjunctions (e.g., and, but, or, so,).

L.1.1.G

Use prepositions (e.g., during, beyond, toward).

L.1.1.H

Produce and expand complete simple, declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Use appropriate spacing to separate words in a sentence.

L.1.1.I

This standard begins in Grade 4. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L.1.1.J

Interrogatives (who, what, when, where, why, and how) are taught in Kindergarten and should be reinforced as needed.

L.1.1.K

Print all upper- and lowercase letters with proper letter formation.

L.1.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 1 when writing.

L.1.2.A

Capitalize the first word in sentences, the pronoun I, dates, and names of people.

L.1.2.B

Use end punctuation for sentences.

L.1.2.C

Use commas in dates and to separate single words in a series

L.1.2.D

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.Spell untaught words phonetically, drawing on phonemic awareness and spelling patterns.

L.1.3

This standard begins in Grade 2.Use knowledge of language and its conventions.

L.1.3.A

This standard begins in Grade 3.Choose words and phrases for effect.

L.1.3.B

This standard begins in Grade 3. Recognize and observe differences between the conventions of spoken and written standard English.

L.1.4

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.

L.1.4.A

Use sentence-level context as a clue to the meaning of a word or phrase.

L.1.4.B

Use frequently occurring affixes as a clue to the meaning of a word.

L.1.4.C

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

L.1.4.D

This standard begins in Grade 2.Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

L.1.5

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

L.1.5.A

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

L.1.5.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).

L.1.5.C

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

L.1.5.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.

L.1.6

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).

L.K.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking as appropriate for Kindergarten.

L.K.1.A

Print all upper- and lowercase letters legibly.

L.K.1.B

Use frequently occurring nouns.Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

L.K.1.C

Use frequently occurring verbs.

L.K.1.D

This standard begins in Grade 1. Use personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything).

L.K.1.G

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by with).

L.K.1.H

Independently produce and expand complete sentences in shared language activities. With prompting and support, use spaces to separate words in a sentence.

L.K.1.I

This standard begins in Grade 4.Use modal auxiliaries (e.g., can, may, must) to convey various conditions

L.K.1.J

Understand and use question words, interrogatives, (e.g., who, what, when, where, why, how).

L.K.1.K

Print all upper- and lowercase letters legibly.

L.K.1E

Use adjectives. Use determiners, noun markers, to add specificity (e.g., a book, the book) begins in Grade 1.

L.K.1F

This standard begins in Grade 1.Use conjunctions (e.g., and, but, or, so, because).

L.K.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Kindergarten when writing.

L.K.2.A

Capitalize the first word in a sentence and the pronoun I

L.K.2.B

Recognize and name end punctuation

L.K.2.C

This standard begins in Grade 1. Use commas in dates and to separate single words in a series.

L.K.2.D

Write a letter or letters for most consonant and short-vowel sounds (phonemes). Spell consonant-vowel-consonant (CVC) words correctly. Spell words phonetically, drawing on knowledge of sound-letter relationships

L.K.3

This standard begins in Grade 2. Use knowledge of language and its conventions.

L.K.3.A

This standard begins in Grade 3. Choose words and phrases for effect.

L.K.3.B

This standard begins in Grade 3. Recognize and observe differences between the conventions of spoken and written standard English

L.K.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten reading and content

L.K.4.A

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck

L.K.4.B

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

L.K.4.C

This standard begins in Grade 1. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

L.K.5

With guidance and support from adults, explore word relationships and nuances in word meanings.

L.K.5.A

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent

L.K.5.B

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

L.K.5.C

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

L.K.5.D

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

L.K.6

Use words and phrases acquired through conversations, reading, being read to, and responding to texts.

RF.1.1

Demonstrate understanding of the organization and basic features of print.

RF.1.1.A

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

RF.1.1.B

This standard is taught in Kindergarten and should be reinforced as needed. Recognize that spoken words are represented in written language by specific sequences of letters and that print carries meaning

RF.1.1.C

This standard is taught in Kindergarten and should be reinforced as needed. Understand that words are separated by spaces in print

RF.1.1.D

This standard is taught in Kindergarten and should be reinforced as needed. Recognize and name all upper- and lowercase letters of the alphabet.

RF.1.2

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

RF.1.2.A

Distinguish long from short vowels in spoken one-syllable words.

RF.1.2.B

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

RF.1.2.C

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

RF.1.2.D

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

RF.1.2.E

Delete a syllable from a word (e.g., say remember, now say it without the re).

RF.1.2.F

Add or substitute individual sounds (phonemes) in simple, spoken words to make new words.

RF.1.2.G

Delete individual initial, and final, sounds (phonemes) in simple, spoken words (e.g., say nice without the /n/, say lamp without the /p/).

RF.1.3

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

RF.1.3.A

Know the letter/sound correspondences for common consonant digraphs (e.g., th, sh, ch, ck)

RF.1.3.B

Know the letter/sound correspondences. silent e (e.g., a-e, e-e, i-e, o-e, u-e) vowel teams vowel digraph (e.g., ee, oo, ai, ay, ea)

RF.1.3.C

Recognize and read grade-appropriate irregularly-spelled words.

RF.1.3.D

Read words with inflectional endings.

RF.1.3.E

Decode regularly-spelled one-syllable words that follow syllable types. closed syllable open syllable vowel-consonant-e vowel teams Consonant-le vowel-controlled-r

RF.1.3.F

Decode two-syllable words following basic patterns by breaking the words into syllables.Compound words (e.g., cup/cake, cow/boy) Consonant-le (e.g., can/dle, sim/ple, ri/fle, nee/dle) VC/CV (e.g., nap/kin, hap/py, stam/pede) V/CV (e.g., bo/nus)

RF.1.4

Read grade-level text with sufficient accuracy and fluency to support comprehension.

RF.1.4.A

Read grade-level text with purpose and understanding.

RF.1.4.B

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

RF.1.4.C

This standard begins in Grade 2. Use context in grade-level text to confirm or self-correct word recognition and understanding, rereading as necessary.

RI.1.1

Ask and answer questions about key details in a text.

RI.1.10

With prompting and support, read informational texts appropriately complex for Grade 1

RI.1.2

Identify the main topic and retell key details of a text

RI.1.3

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.4

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.5

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.

RI.1.6

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text

RI.1.7

Use the illustrations and details in a text to describe its key ideas

RI.1.8

Identify the reasons an author gives to support points in a text.

RI.1.9

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RL.1.1

Ask and answer questions about key details in a text.

RL.1.10

With prompting and support, read prose and poetry of appropriate complexity for Grade 1.

RL.1.2

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.1.4

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses (e.g., soon the round moon was shining from Owl and the Moon found in Owl at Home by Arnold Lobel.)

RL.1.5

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types

RL.1.6

Identify who is telling the story at various points in a text.

RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.8

RL.1.8 is not applicable to literature based on anchor standard CCRA.R.8. Analyze and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RL.1.9

Compare and contrast the adventures and experiences of characters in stories.

SL.1.1

Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups

SL.1.2

Ask and answer questions about key details in a text read aloud, information presented orally, or through other media.

SL.1.3

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL.1.4

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

SL.1.5

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.1.6

Produce complete sentences when appropriate to task and situations

SL.1.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).

SL.1.B

Continue conversations by responding to the comments of others through multiple exchanges.

SL.1.C

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

SL.1.D

This standard begins in Grade 3. Explain their own ideas and understanding in light of the discussion.

SL.K.1

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

SL.K.1.A

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion)

SL.K.1.B

Continue a conversation through multiple exchanges.

SL.K.1.C

This standard begins in Grade 1. Ask questions to clear up any confusion about the topics and texts under discussion

SL.K.1.D

This standard begins in Grade 3.Explain their own ideas and understanding in light of the discussion.

SL.K.2

With prompting and support, ask and answer questions about key details to demonstrate understanding of a topic read aloud, presented orally, or through other media

SL.K.3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

SL.K.4

Describe familiar people, places, things, and events; provide additional details with prompting and support

SL.K.5

Add drawings or other visual displays to descriptions of familiar people, places, things, and events as desired to provide additional detail.

SL.K.6

Speak audibly and express thoughts, feelings, and ideas clearly.

W.1.1

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.

W.1.1.A

This standard begins in Grade 3.Introduce the topic and create an organizational structure when writing.

W.1.1.B

This standard begins in Grade 3.Provide reasons that support an opinion.

W.1.1.C

This standard begins in Grade 3. Use linking words and phrases to connect opinion and reasons.

W.1.1.D

This standard begins in Grade 3.Provide a concluding statement or section.

W.1.1.E

This standard begins in Grade 6. Provide a concluding statement or section that follows from an argument presented.

W.1.10

Write routinely over short time frames for a range of discipline-specific tasks, purposes, and audiences

W.1.2

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

W.1.2.A

This standard begins in Grade 3. Introduce a topic and group related information; include illustrations when useful to aiding comprehension.

W.1.2.B

This standard begins in Grade 3.Develop the topic with facts, definitions, and details.

W.1.2.C

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information

W.1.2.D

This standard begins in Grade 3. Provide a concluding statement or section.

W.1.2.E

This standard begins in Grade 6.Establish and maintain a formal style.

W.1.2.F

This standard begins in Grade 4. Provide a concluding statement or section related to the information or explanation presented.

W.1.3

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

W.1.3.A

This standard begins in Grade 3. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

W.1.3.B

This standard begins in Grade 3. Use narrative techniques, such as dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.1.3.C

This standard begins in Grade 3. Use temporal words and phrases to signal event order.

W.1.3.D

This standard begins in Grade 4. Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.1.3.E

This standard begins in Grade 3. Provide a conclusion that follows from the narrated experiences or events.

W.1.4

Production and Distribution of Writing

W.1.5

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.

W.1.6

With guidance and support from adults, use a variety of digital tools to produce and publish some writing, including in collaboration with peers.

W.1.7

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).

W.1.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

W.1.9

This standard begins in Grade 4. Draw evidence from literary or informational texts to support analysis, reflection, and research

W.1.9.A

This standard begins in Grade 4. Apply Grade 4 Reading standards to literature. (e.g., 'Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].').

W.1.9.B

This standard begins in Grade 4. Apply Grade 4 Reading standards to informational texts (e.g., 'Explain how an author uses reasons and evidence to support particular points in a text.').

W.K.1

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

W.K.1.A

This standard begins in Grade 3.Introduce the topic and create an organizational structure when writing.

W.K.1.B

This standard begins in Grade 3.Provide reasons that support an opinion.

W.K.1.C

This standard begins in Grade 3.Use linking words and phrases to connect opinion and reasons.

W.K.1.D

This standard begins in Grade 3. Provide a concluding statement or section.

W.K.1.E

This standard begins in Grade 6.Provide a concluding statement or section that follows from an argument presented

W.K.10

With prompting and support write routinely over short time frames for a range of discipline-specific tasks, purposes, and audiences

W.K.2

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.2.A

This standard begins in Grade 3. Introduce a topic and group related information; include illustrations when useful to aiding comprehension.

W.K.2.B

This standard begins in Grade 3. Develop the topic with facts, definitions, and detail.

W.K.2.C

This standard begins in Grade 1. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

W.K.2.D

This standard begins in Grade 3.Provide a concluding statement or section.

W.K.2.E

This standard begins in Grade 6. Establish and maintain a formal style.

W.K.2.F

This standard begins in Grade 4. Provide a concluding statement or section related to the information or explanation presented

W.K.3

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events and provide a reaction to what happened.

W.K.3.A

This standard begins in Grade 3. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

W.K.3.B

This standard begins in Grade 3. Use narrative techniques, such as dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.K.3.C

This standard begins in Grade 3. Use temporal words and phrases to signal event order.

W.K.3.D

This standard begins in Grade 4.Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.K.3.E

This standard begins in Grade 3. Provide a conclusion that follows from the narrated experiences or events

W.K.4

This standard begins in Grade 3. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.K.5

With prompting and support, respond to questions and add details to strengthen writing as needed.

W.K.6

With guidance and support from adults, explore a variety of digital tools to produce some writing, including in collaboration with peers.

W.K.7

Participate in shared research and writing projects (e.g., explore a number of books on a specific topic and produce simple findings).

W.K.8

With prompting and support, recall information from experiences or gather information from provided sources to answer a question.

W.K.9

This standard begins in Grade 4. Draw evidence from literary or informational texts to support analysis, reflection, and research

W.K.9.A

This standard begins in Grade 4. Apply Grade 4 Reading standards to literature (e.g., 'Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].').

W.K.9.B

This standard begins in Grade 4. Apply Grade 4 Reading standards to informational texts (e.g., 'Explain how an author uses reasons and evidence to support particular points in a text.').