Oregon State Standards for Language Arts: Grade 1

OR.1. Reading: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

1.1. Concepts of Print: Identify letters, words, and sentences.

1.2. Concepts of Print: Match oral words to printed words.

1.3. Concepts of Print: Recognize that sentences start with capital letters and end with punctuation such as periods, question marks, and exclamation points.

1.4. Phonemic Awareness: Create and state a series of rhyming words including consonant blends (e.g., flat, slat).

1.5. Phonemic Awareness: Listen and distinguish initial, medial, and final sounds in single-syllable words.

1.6. Phonemic Awareness: Listen and distinguish long and short vowel sounds in stated single-syllable words (bit/bite).

1.7. Phonemic Awareness: Listen and count the number of sounds in a syllable; count the number of syllables in a word.

1.8. Phonemic Awareness: Orally blend two to four spoken phonemes (sounds) into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat).

1.9. Phonemic Awareness: Orally segment single syllable spoken words into their components (e.g., cat=/c/a/t; splat=/s/p/l/a/t; rich=/r/i/ch).

1.10. Phonemic Awareness: Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).

1.11. Decoding and Word Recognition: Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns, and blend those sounds into recognizable words.

1.12. Decoding and Word Recognition: Use letter-sound correspondence knowledge to sound out unknown words.

1.13. Decoding and Word Recognition: Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words (e.g., ea in beat, and ea in ear).

1.14. Decoding and Word Recognition: Read compound words and contractions.

1.15. Decoding and Word Recognition: Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).

1.16. Decoding and Word Recognition: Read common word patterns (e.g., -ite, -ate in words such as gate, late, kite, and bite).

1.17. Decoding and Word Recognition: Read common irregular sight words accurately and fluently (e.g., the, have, said, come, give, of).

1.18. Decoding and Word Recognition: Read aloud grade-level text with accuracy and comprehension in a manner that sounds like natural speech, using cues of punctuation to assist.

1.19. Decoding and Word Recognition: By the end of the first grade, read aloud unpracticed grade-level text at a target rate of 40-60 wcpm (words correct per minute).

1.20. Decoding and Word Recognition: Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

OR.2. Reading: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

2.1. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.

2.2. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.

2.3. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Monitor own reading and self-correct when an incorrectly identified word does not fit with cues provided by the letters in the word or the context surrounding the word.

2.4. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Notice when difficulties are encountered in understanding text.

OR.3. Reading: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

3.1. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.

3.2. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.

3.3. Vocabulary: Classify categories of words (e.g., concrete collections of animals, foods, toys).

3.4. Vocabulary: Use context to understand word and sentence meanings.

OR.4. Reading: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

4.1. Read to Perform a Task: Read written directions, signs, captions, warning labels, and informational books.

4.2. Read to Perform a Task: Locate the title, name of author, name of illustrator, and table of contents.

4.3. Read to Perform a Task: Alphabetize a list of words by the first letter.

4.4. Read to Perform a Task: Read and understand simple one-step written instructions.

4.5. Read to Perform a Task: Obtain information from print illustrations.

4.6. Read to Perform a Task: Identify text that uses sequence or other logical order (explain how informational text is different from a story).

OR.5. Reading: Demonstrate general understanding of grade-level informational text across the subject areas.

5.1. Informational Text: Demonstrate General Understanding: Describe new information gained from text in own words.

5.2. Informational Text: Demonstrate General Understanding: Answer simple written comprehension questions based on material read.

OR.6. Reading: Develop an interpretation of grade-level informational text across the subject areas.

6.1. Informational Text: Develop an Interpretation: Make connections and discuss prior knowledge of topics in informational texts.

6.2. Informational Text: Develop an Interpretation: Discuss how, why, and what-if questions in sharing informational texts.

OR.7. Reading: Examine content and structure of grade-level informational text across the subject areas.

7.1. Informational Text: Examine Content and Structure: There are currently no Grade 1 grade-level foundations for Informational Text: Examine Content and Structure.

2.5. Writing: Write in complete sentences and distinguish whether simple sentences are incomplete or fail to make sense.

3.5. Conventions: Grammar: Identify and correctly write simple possessive pronouns (my/mine, his/hers).

3.6. Conventions: Punctuation: Correctly use periods (I like my dog.), exclamation points (Help!), and question marks (Do you like to play ball?) at the end of sentences.

3.7. Conventions: Capitalization: Capitalize the first word of a sentence, names of people, and the pronoun I.

3.8. Conventions: Handwriting: Print legibly and space letters, words, and sentences appropriately.