Arizona State Standards for Language Arts: Grade 1

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

AZ.R01-S1. Reading Process

R01-S1C1. Print Concepts: Demonstrate understanding of print concepts.

R01-S1C1-01. Alphabetize a series of words to the first letter.

R01-S1C1-02. Distinguish between uppercase and lowercase letters.

R01-S1C1-03. Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation).

R01-S1C1-04. Identify the title, author, and table of contents of a book

R01-S1C2. Phonemic Awareness: Identify and manipulate the sounds of speech.

R01-S1C2-01. Generate a series of rhyming words, including consonant blends.

R01-S1C2-02. Orally segment a multi-syllable word into its syllables.

R01-S1C2-03. Recognize the new spoken word when a specified phoneme is added, changed or removed (e.g., change cow to how, pan to an).

R01-S1C2-04. Distinguish between initial, medial, and final sounds in single-syllable words.

R01-S1C2-05. Distinguish between long and short vowel sounds in orally stated single-syllable words (bit/bite).

R01-S1C2-06. Generate sounds from letters and letter patterns, including consonant blends and long- and short-vowel patterns (phonograms), to combine those sounds into recognizable words.

R01-S1C2-07. Blend spoken phonemes with more than three sounds into one-syllable words, including consonant blends and digraphs (e.g., /f/i/n/d/ = find; /fl/a/t/ = flat).

R01-S1C2-08. Segment spoken phonemes contained in one-syllable words of two to five phoneme sounds into individual phoneme sounds (e.g., splat = /s/p/l/a/t/ using manipulatives to mark each phoneme).

R01-S1C3. Phonics: Decode words, using knowledge of phonics, syllabication, and word parts.

R01-S1C3-01. Decode regularly spelled two syllable words fluently by applying the most common letter-sound correspondences, including the sounds represented by:

R01-S1C3-01-a. Single letters (consonants and vowels),

R01-S1C3-01-b. Consonant blends (e.g., bl, st, tr),

R01-S1C3-01-c. Consonant digraphs (e.g., th, sh, ck), and

R01-S1C3-01-d. Vowel digraphs and diphthongs (e.g., ea, ie, ee).

R01-S1C3-02. Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words.

R01-S1C3-03. Use knowledge of base words to identify compound words.

R01-S1C3-04. Read words with common spelling patterns (e.g., -ite, -ill, -ate).

R01-S1C3-05. Recognize high frequency words and irregular sight words.

R01-S1C3-06. Read common contractions fluently (e.g., I'm, I'll, can't).

R01-S1C3-07. Use knowledge of word order (syntax) and context to confirm decoding.

R01-S1C4. Vocabulary: Acquire and use new vocabulary in relevant contexts.

R01-S1C4-01. Recognize base words and their inflections (e.g., look, looks, looked, looking).

R01-S1C4-02. Classify common words into conceptual categories (e.g., animals, foods, toys).

R01-S1C4-03. Identify the words that comprise contractions (e.g., can't=can not, it's=it is, aren't=are not).

R01-S1C4-04. Recognize that two words can make a compound word (e.g., sailboat, football, popcorn).

R01-S1C5. Fluency: Read fluently.

R01-S1C5-01. Consistently read grade-level text with at least 90 percent accuracy.

R01-S1C5-02. Read aloud with fluency in a manner that sounds like natural speech.

R01-S1C6. Comprehension Strategies: Employ strategies to comprehend text.

R01-S1C6-01. Predict what might happen next in a reading selection.

R01-S1C6-02. Relate information and events in a reading selection to life experiences and life experiences to the text.

AZ.R01-S2. Comprehending Literary Text

R01-S2C1. Elements of Literature: Identify, analyze, and apply knowledge of the structures and elements of literature.

R01-S2C1-01. Identify the plot of a literary selection, heard or read.

R01-S2C1-02. Describe characters (e.g., traits, roles, similarities) within a literary selection, heard or read.

R01-S2C1-03. Sequence a series of events in a literary selection, heard or read.

R01-S2C1-04. Determine whether a literary selection, heard or read, is realistic or fantasy.

R01-S2C1-05. Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by responding to the rhyme and rhythm.

R01-S2C2. Historical and Cultural Aspects of Literature: Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.

R01-S2C2-01. Compare events, characters and conflicts in literary selections from a variety of cultures to their experiences.

AZ.R01-S3. Comprehending Informational Text

R01-S3C1. Expository Text: Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

R01-S3C1-01. Identify the topic of expository text, heard or read.

R01-S3C1-02. Answer questions (e.g., who, what, where, when, why, how) about expository text, heard or read.

R01-S3C1-03. Identify organizational features (e.g., title, table of contents, heading, bold print) of expository text.

R01-S3C2. Functional Text: Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

R01-S3C2-01. Follow a set of written multi-step directions with picture cues to assist.

R01-S3C2-02. Determine whether a specific task is completed, by checking to make sure all the steps were followed in the right order, with picture cues to assist.

R01-S3C2-03. State the meaning of specific signs (e.g., traffic, safety, warning signs).

R01-S3C3. Persuasive Text: Explain basic elements of argument in text and their relationship to the author's purpose and use of persuasive strategies.

AZ.W01-S1. Writing Process

W01-S1C1. Prewriting: Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

W01-S1C1-01. Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer's notebook, group discussion).

W01-S1C1-02. Draw a picture or storyboard about ideas generated.

W01-S1C1-03. Organize ideas using simple webs, maps, or lists.

W01-S1C1-04. Discuss the purpose for a writing piece.

W01-S1C1-05. Discuss who the intended audience of a writing piece will be.

W01-S1C2. Drafting: Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

W01-S1C2-01. Write a draft (e.g., story, caption, letter, observations, message).

W01-S1C3. Revising: Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)

W01-S1C3-01. Reread original draft for clarity.

W01-S1C3-02. Add additional details with prompting.

W01-S1C4. Editing: Editing includes proofreading and correcting the draft for conventions.

W01-S1C4-01. Review the draft for errors in conventions, with prompting.

W01-S1C5. Publishing: Publishing includes formatting and presenting a final product for the intended audience.

W01-S1C5-01. Rewrite and illustrate selected pieces of writing for sharing with intended audience.

W01-S1C5-02. Write legibly.

AZ.W01-S2. Writing Components

W01-S2C1. Ideas and Content: Writing is clear and focused, holding the reader's attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

W01-S2C1-01. Write stand-alone text that expresses a clear message.

W01-S2C1-02. Incorporate details in pictures and text.

W01-S2C2. Organization: Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

W01-S2C2-01. Demonstrate sequencing or patterning in written text or storyboards.

W01-S2C2-02. Show a sense of beginning (e.g., This is a story of..., One day..., My favorite food...).

W01-S2C2-03. Write multiple sentences in an order that supports a main idea or story.

W01-S2C3. Voice: Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

W01-S2C3-01. Create pictures and text that is expressive, individualistic, engaging, and lively.

W01-S2C4. Word Choice: Word choice reflects the writer's use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

W01-S2C4-01. Select words that convey a clear, general meaning.

W01-S2C4-02. Use a variety of words, even if not spelled correctly, to convey the intended message.

W01-S2C4-03. Use expressive or descriptive phrases and short sentences, beyond one- or two-word labels.

W01-S2C5. Sentence Fluency: Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

W01-S2C5-01. Write simple sentences.

W01-S2C6. Conventions: Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

W01-S2C6-01. Incorporate conventions into own text, including:

W01-S2C6-01-a. Spacing between words

W01-S2C6-01-b. Spacing between lines

W01-S2C6-01-c. Consistent left-right and up-down orientation

W01-S2C6-01-d. Placement of title

W01-S2C6-02. Use capital letters correctly for:

W01-S2C6-02-a. The pronoun I

W01-S2C6-02-b. The beginning of a sentence

W01-S2C6-02-c. Names

W01-S2C6-03. Punctuate endings of sentences using:

W01-S2C6-03-a. Periods

W01-S2C6-03-b. Question marks

W01-S2C6-03-c. Exclamation points

W01-S2C6-04. Spell high frequency words correctly.

W01-S2C6-05. Use common spelling patterns (i.e., onset and rimes, word families, and simple CVC words) to spell words correctly.

W01-S2C6-06. Use basic phonetic spelling of unfamiliar words to create readable text.

W01-S2C6-07. Use resources (e.g., environmental print, word walls, dictionaries) to spell correctly.

W01-S2C6-08. Use subject /verb agreement in simple sentences.

W01-S2C6-09. Use the following parts of speech correctly in simple sentences:

W01-S2C6-09-a. Nouns

W01-S2C6-09-b. Action verbs

W01-S2C6-10. Write own name on personal work.

AZ.W01-S3. Writing Applications

W01-S3C1. Expressive: Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

W01-S3C1-01. Write a narrative that includes:

W01-S3C1-01-a. A main idea based on real or imagined events

W01-S3C1-01-b. Character(s)

W01-S3C1-01-c. A sequence of events

W01-S3C1-02. Participate in writing simple poetry, rhymes, songs, or chants.

W01-S3C2. Expository: Expository writing includes non-fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

W01-S3C2-01. Create expository texts (e.g., labels, lists, observations, journals) through drawing and/or writing.

W01-S3C2-02. Participate in creating simple summaries from informational texts, graphs, tables, or maps.

W01-S3C3. Functional: Functional writing includes letters, memos, schedules, directories, signs, manuals, forms, and recipes. This writing provides specific directions or information related to real-world tasks.

W01-S3C3-01. Write a variety of functional text (e.g., classroom rules, letters, experiments, recipes, notes/messages, labels, directions, posters, graphs/tables).

W01-S3C3-02. Participate in writing communications, with teacher as scribe, including

W01-S3C3-02-a. Friendly letters

W01-S3C3-02-b. Thank-you notes

W01-S3C4. Persuasive: Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.

W01-S3C5. Literary Response: Literary response is the writer's reaction to a literary selection. The response includes the writer's interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it.

W01-S3C5-01. Write a response to a literature selection identifies the:

W01-S3C5-01-a. Character(s)

W01-S3C5-01-b. Setting

W01-S3C5-01-c. Sequence of events

W01-S3C5-01-d. Main idea

W01-S3C5-02. Participate in a group response to a given piece of literature that connects:

W01-S3C5-02-a. Text to self (personal connection)

W01-S3C5-02-b. Text to world (social connection)

W01-S3C5-02-c. Text to text (compare within multiple texts)

W01-S3C6. Research: Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a fin

W01-S3C6-01. Write a simple report with a title and three facts, using informational sources.

AZ.LS3. Listening and Speaking

LS-F. Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.

LS-F1. Use effective vocabulary and logical organization to relate or summarize ideas, events and other information

LS-F2. Give and follow multiple-step directions

LS-F3. Prepare and deliver information by generating topics; identifying the audience; and organizing ideas, facts or opinions for a variety of speaking purposes such as giving directions, relating personal experiences, telling a story or presenting a report

AZ.VP4. Viewing and Presenting

VP-F. Students use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others.

VP-F1. Recognize different types of visual media

VP-F2. Plan and present a report, using two or more visual media

VP-F3. Access, view and respond to visual forms such as computer programs, videos, artifacts, drawings, pictures and collages

VP-F4. Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text

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