Louisiana State Standards for Language Arts: Grade 1

LA.ELA-1. Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.

ELA-1-E1 Gaining meaning from print and building vocabulary using a full range of strategies (e.g., self-monitoring and correcting, searching, cross-checking), evidenced by reading behaviors using phonemic awareness, phonics, sentence structure, and meaning.

ELA-1-E1-GLE 1 Reading and Responding: Demonstrate understanding of phonemic awareness by:

ELA-1-E1-GLE 1.a. Creating and stating a series of rhyming words, including consonant blends.

ELA-1-E1-GLE 1.b. Distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words.

ELA-1-E1-GLE 1.c. Distinguishing long- and short-vowel sounds related to the same letter in one-syllable spoken words (e.g., the a is short in ran and long in make).

ELA-1-E1-GLE 1.d. Segmenting single syllable real and nonsense words with as many as five sounds (phonemes) into separate sounds (phonemes) and blending as many as five sounds (phonemes) into single syllable real or nonsense words, without looking at the word or letters in print.

ELA-1-E1-GLE 1.e. Adding, deleting, or substituting sounds (phonemes) to create new words (ELA-1-E1)

ELA-1-E1-GLE 2 Reading and Responding: Demonstrate understanding of phonics by:

ELA-1-E1-GLE 2.a. Decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long vowels spelled with more than one letter, including silent e.

ELA-1-E1-GLE 2.b. Reading one- and two-syllable words with short- and long-vowel sounds spelled with common spelling patterns.

ELA-1-E1-GLE 2.c. Identifying and reading words from common word families.

ELA-1-E1-GLE 2.d. Recognizing base words and their inflectional forms (e.g., suffixes, -s, -es, -ed, -ing, -est, -er).

ELA-1-E1-GLE 2.e. Reading high-frequency, grade-appropriate nonphonetic words with automaticity) (ELA-1-E1)

ELA-1-E1-GLE 3 Reading and Responding: Use pictures and context clues to confirm meaning of unfamiliar words (ELA-1-E1)

ELA-1-E1-GLE 4 Reading and Responding: Identify grade-appropriate compound words in print (ELA-1-E1)

ELA-1-E1-GLE 5 Reading and Responding: Identify grade-appropriate contractions (e.g., isn't, can't, don't) (ELA-1-E1)

ELA-1-E1-GLE 6 Reading and Responding: Identify words in categories with shared conceptual or definitional characteristics (ELA-1-E1)

ELA-1-E2 Using the conventions of print (e.g., left-to-right directionality, top-to-bottom, one-to-one matching, sentence framing).

ELA-1-E2-GLE 7 Reading and Responding: Give more than one definition for grade-appropriate words that have more than one meaning (ELA-1-E2)

ELA-1-E2-GLE 8 Reading and Responding: Identify the author and the illustrator of a book (ELA-1-E2)

ELA-1-E2-GLE 9 Reading and Responding: Identify that the first sentence of a paragraph is indented (ELA-1-E2)

ELA-1-E3 Adjusting speed of reading (e.g., appropriate pacing, intonation, expression) to suit the difficulty of materials and the purpose for reading (e.g., enjoying, learning, problem solving).

ELA-1-E3-GLE 10 Reading and Responding: Identify table of contents in a book (ELA-1-E3)

ELA-1-E3-GLE 11 Reading and Responding: Demonstrate ability to read and follow two-step written directions (ELA-1-E3)

ELA-1-E4 Recognizing story elements (e.g., setting, plot, character, theme)\ and literary devices (e.g., simile, dialogue, personification) within a selection.

ELA-1-E4-GLE 12 Reading and Responding: Identify story elements, including:

ELA-1-E4-GLE 12.a. Speaker or narrator.

ELA-1-E4-GLE 12.b. Setting.

ELA-1-E4-GLE 12.c. Characters.

ELA-1-E4-GLE 12.d. Plot.

ELA-1-E4-GLE 12.e. Problems and solutions (ELA-1-E4)

ELA-1-E4-GLE 13 Reading and Responding: Identify literary devices, including dialogue (ELA-1-E4)

ELA-1-E5 Reading, comprehending, and responding to written, spoken, and visual texts in extended passages (e.g., range for fiction passages-450-1,000 words; range for nonfiction-450-850 words).

ELA-1-E5-GLE 14 Reading and Responding: Retell a story's beginning, middle, and end (ELA-1-E5)

ELA-1-E5-GLE 15 Reading and Responding: Retell important facts from informational text (ELA-1-E5)

ELA-1-E6 Interpreting (e.g., retelling, summarizing) texts to generate connections to real-life situations.

ELA-1-E6-GLE 16 Reading and Responding: Compare the similarities/differences between events in a story and events in life (ELA-1-E6)

ELA-1-E6-GLE 17 Reading and Responding: Identify themes in texts and relate themes to personal prior experience or experience of others (ELA-1-E6)

ELA-1-E7 Reading with fluency (natural sequencing of words) for various purposes (e.g., enjoying, learning, problem solving).

ELA-1-E7-GLE 18 Reading and Responding: Demonstrate oral reading fluency of at least 40 words per minute in first-grade text with appropriate phrasing and intonation (ELA-1-E7)

LA.ELA-2. Students write competently for a variety of purposes and audiences.

ELA-2-E1 Drawing, dictating and writing compositions that clearly state or imply a central idea with supporting details in a logical, sequential order (beginning, middle, end).

ELA-2-E1-GLE 26 Writing: Write simple stories with a central idea or event: a beginning, middle, and end; and details (ELA-2-E1)

ELA-2-E2 Focusing on language (vocabulary), concepts, and ideas that show an awareness of the intended audience and/or purpose (e.g., classroom, real-life, workplace) in developing compositions.

ELA-2-E2-GLE 27 Writing: Use specific action and descriptive words when writing a story, description, or narration (e.g., stomped instead of walked and magnificent instead of big) for a specific purpose and/or audience (ELA-2-E2)

ELA-2-E3 Creating written texts using the writing process.

ELA-2-E3-GLE 28 Writing: Participate in group writing activities and processes, including:

ELA-2-E3-GLE 28.a. Using prewriting strategies, including listing, brainstorming, and drawing to generate ideas for writing.

ELA-2-E3-GLE 28.b. Planning for writing by completing a partially completed graphic organizer.

ELA-2-E3-GLE 28.c. Writing a first draft of a story, letter, or description using complete sentences.

ELA-2-E3-GLE 28.d. Conferencing with a teacher or peers about how to improve writing and incorporate ideas into final paper.

ELA-2-E3-GLE 28.e. Revising/editing own writing in first draft.

ELA-2-E3-GLE 28.f. Creating individual and class-written texts for publication (ELA-2-E3)

ELA-2-E4 Using narration, description, exposition, and persuasion to develop compositions (e.g., stories, letters, poems, logs).

ELA-2-E4-GLE 29 Writing: Independently write a variety of grade-appropriate compositions, including:

ELA-2-E4-GLE 29.a. Simple letters, notes, and stories.

ELA-2-E4-GLE 29.b. Simple informational descriptions.

ELA-2-E4-GLE 29.c. Simple rhymes and poems (ELA-2-E4)

ELA-2-E5 Recognizing and applying literary devices (e.g., figurative language).

ELA-2-E5-GLE 30 Writing: Use literary devices including dialogue and sensory details in shared writing activities (ELA-2-E5)

ELA-2-E6 Writing as a response to texts and life experiences (e.g., journals, letters, lists).

ELA-2-E6-GLE 31 Writing: Write for various purposes, including:

ELA-2-E6-GLE 31.a. Responses that include simple judgments about stories and texts.

ELA-2-E6-GLE 31.b. Responses that follow simple formats, including envelopes, lists, and journals (ELA-2-E6)

LA.ELA-3. Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.

ELA-3-E1 Writing legibly, allowing margins and correct spacing between letters in a word and words in a sentence.

ELA-3-E1-GLE 32 Writing/Proofreading: Write a legible sentence demonstrating proper figure grounding on a line and appropriate spacing between words (ELA-3-E1)

ELA-3-E2 Demonstrating use of punctuation (e.g., comma, apostrophe, period, question mark, exclamation mark), capitalization, and abbreviations in final drafts of writing assignments.

ELA-3-E2-GLE 33 Writing/Proofreading: Use standard English punctuation, including:

ELA-3-E2-GLE 33.a. Correctly writing common contractions such as isn't, we'll and I'd.

ELA-3-E2-GLE 33.b. Periods, exclamation points, and question marks at the end of sentences.

ELA-3-E2-GLE 33.c. Commas to separate words in a series (ELA-3-E2)

ELA-3-E2-GLE 34 Writing/Proofreading: Capitalize the first word of a sentence, names of people, the pronoun I, and the names of months and days (ELA-3-E2)

ELA-3-E3 Demonstrating standard English structure and usage by writing clear, coherent sentences.

ELA-3-E3-GLE 35 Writing/Proofreading: Use the singular and plural forms of high-frequency and commonly used words (ELA-3-E3)

ELA-3-E3-GLE 36 Writing/Proofreading: Identify and use a subject and a verb when writing a complete sentence (ELA-3-E3)

ELA-3-E3-GLE 37 Writing/Proofreading: Distinguish between a complete and an incomplete sentence (ELA-3-E3)

ELA-3-E3-GLE 38 Writing/Proofreading: Identify different types of sentences including telling, asking, and exclaiming (ELA-3-E3)

ELA-3-E4 Using knowledge of the parts of speech to make choices for writing.

ELA-3-E4-GLE 39 Writing/Proofreading: Identify and use knowledge of parts of speech, including:

ELA-3-E4-GLE 39.a. Basic singular and plural nouns, pronouns, verbs.

ELA-3-E4-GLE 39.b. Common conjunctions such as and, but, and because.

ELA-3-E4-GLE 39.c. Simple transitional words including first, second, and finally (ELA-3-E4)

ELA-3-E5 Spelling accurately using strategies (e.g., letter-sound correspondence, hearing and recording sounds in sequence, spelling patterns, pronunciation) and resources (e.g., glossary, dictionary) when necessary

ELA-3-E5-GLE 40 Writing/Proofreading: Spell grade-appropriate words, including:

ELA-3-E5-GLE 40.a. One-syllable words and selected grade-appropriate two-syllable words with regular spellings for long- and short-vowel sounds.

ELA-3-E5-GLE 40.b. High-frequency, grade-level words including words with irregular spellings, such as was, were, says, said, who, what, and why (ELA-3-E5)

ELA-3-E5-GLE 41 Writing/Proofreading: Create phonetically spelled written work that can be read by the writer and others (ELA-3-E5)

ELA-3-E5-GLE 42 Writing/Proofreading: Spell unfamiliar words using various phonics strategies, including:

ELA-3-E5-GLE 42.a. Segmenting.

ELA-3-E5-GLE 42.b. Sounding out.

ELA-3-E5-GLE 42.c. Matching familiar words and word parts.

ELA-3-E5-GLE 42.d. Using word walls and word banks (ELA-3-E5)

ELA-3-E5-GLE 43 Writing/Proofreading: Use a beginner's dictionary to verify correct spelling (ELA-3-E5)

ELA-3-E5-GLE 44 Writing/Proofreading: Alphabetize to the first letter (ELA-3-E5)

LA.ELA-4. Students demonstrate competence in speaking and listening as tools for learning and communicating.

ELA-4-E1 Speaking intelligibly, using standard English pronunciation.

ELA-4-E1-GLE 45 Speaking and Listening: Speak clearly at a speed and volume appropriate for purpose and setting (ELA-4-E1)

ELA-4-E2 Giving and following directions/procedures

ELA-4-E2-GLE 46 Speaking and Listening: Follow classroom procedures (e.g., organizing materials) according to teacher directions (ELA-4-E2)

ELA-4-E2-GLE 47 Speaking and Listening: Give or explain directions for simple processes (e.g., explaining an assignment) to classmates (ELA-4-E2)

ELA-4-E2-GLE 48 Speaking and Listening: Ask questions to clarify directions and/or classroom routines. (ELA-4-E2)

ELA-4-E3 Telling or retelling stories in sequence.

ELA-4-E3-GLE 49 Speaking and Listening: Retell stories with the following included:

ELA-4-E3-GLE 49.a. Sequential order using vocabulary from the story.

ELA-4-E3-GLE 49.b. Descriptive words to answer questions about characters, settings, and events of a story (ELA-4-E3)

ELA-4-E4 Giving rehearsed and unrehearsed presentations.

ELA-4-E4-GLE 50 Speaking and Listening: Recite parts of familiar literature to the class (ELA-4-E4)

ELA-4-E4-GLE 51 Speaking and Listening: Give oral presentations about familiar experiences or topics using eye contact and adequate volume (ELA-4-E4)

ELA-4-E4-GLE 52 Speaking and Listening: Give oral presentations that have a recognizable organization (e.g., sequence, summary) (ELA-4-E4)

ELA-4-E5 Speaking and listening for a variety of audiences (e.g., classroom, real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment, information, problem solving).

ELA-4-E5-GLE 53 Speaking and Listening: Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA-4-E5)

ELA-4-E6 Listening and responding to a wide variety of media (e.g., music, TV, film, speech).

ELA-4-E6-GLE 54 Speaking and Listening: Listen and orally respond to information presented in a variety of media, such as audio and video recordings (ELA-4-E6)

ELA-4-E7 Participating in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader).

ELA-4-E7-GLE 55 Speaking and Listening: Maintain the topic of conversation with a classmate (ELA-4-E7)

ELA-4-E7-GLE 56 Speaking and Listening: Engage in discussions about classroom procedures and rules (ELA-4-E7)

LA.ELA-5. Students locate, select, and synthesize information from a variety of texts, media, references, and technological source acquire and communicate knowledge.

ELA-5-E1 Recognizing and using organizational features of printed text, other media, and electronic information (e.g., parts of a text, alphabetizing, captions, legends, pull-down menus, keyword searches, icons, passwords, entry menu features).

ELA-5-E1-GLE 57 Information Resources: Locate information using the organization features of various media, including:

ELA-5-E1-GLE 57.a. The keyboard to enter information on a computer.

ELA-5-E1-GLE 57.b. A picture dictionary (ELA-5-E1)

ELA-5-E2 Locating and evaluating information sources (e.g., print materials, databases, CD-ROM references, Internet information, electronic reference works, community and government data, television and radio resources, audio and visual materials).

ELA-5-E2-GLE 58 Information Resources: Use various sources, including print materials and observations, to gather information to explain a topic (ELA-5-E2)

ELA-5-E3 Locating, gathering, and selecting information using graphic organizers, simple outlining, note taking, and summarizing to produce texts and graphics.

ELA-5-E3-GLE 59 Information Resources: Record data through pictures or words (ELA-5-E3)

ELA-5-E3-GLE 60 Information Resources: Use graphic organizers to categorize information and create informal outlines individually and during class discussions (ELA-5-E3)

ELA-5-E4 Using available technology to produce, revise, and publish a variety of works (e.g., book reviews, summaries, short research reports).

ELA-5-E4-GLE 61 Information Resources: Use technology to publish class work such as research questions and answers (ELA-5-E4)

ELA-5-E5 Giving credit for borrowed information by telling or listing sources.

ELA-5-E6 Recognizing and using graphic organizers (e.g., charts/graphs, tables/schedules, diagrams/maps).

ELA-5-E6-GLE 62 Information Resources: Locate and read information on simple charts and graphs (ELA-5-E6)

LA.ELA-6. Students read, analyze, and respond to literature as a record of life experiences.

ELA-6-E1 Recognizing and responding to United States and world literature that represents the experiences and traditions of diverse ethnic groups.

ELA-6-E1-GLE 19 Reading and Responding: Identify and state/tell cultural differences found in literature read aloud (ELA-6-E1)

ELA-6-E2 Recognizing and responding to a variety of classic and contemporary fiction and nonfiction literature from many genres (e.g., folktales, legends, myths, biography, autobiography, poetry, short stories).

ELA-6-E2-GLE 20 Reading and Responding: Explain the difference between a fable and a fairy tale (ELA-6-E2)

ELA-6-E3 Identifying and distinguishing key differences of various genres.

ELA-6-E3-GLE 21 Reading and Responding: Distinguish between a poem, a fable, and a fairy tale (ELA-6-E3)

LA.ELA-7. Students apply reasoning and problem-solving skills to reading, writing, speaking, listening, viewing, and visually representing.

ELA-7-E1 Using comprehension strategies (e.g., sequencing, predicting, drawing conclusions, comparing and contrasting, making inferences, determining main ideas) to interpret oral, written, and visual texts.

ELA-7-E1-GLE 22 Reading and Responding: Demonstrate understanding of information in texts using a variety of strategies, including:

ELA-7-E1-GLE 22.a. Identifying the main idea and some details in a text.

ELA-7-E1-GLE 22.b. After finishing a story, discuss predictions made during reading to determine whether they were reasonable.

ELA-7-E1-GLE 22.c. Making simple inferences about characters and events.

ELA-7-E1-GLE 22.d. Resolving questions about meaning by using prior knowledge, basic reasoning skills, context clues, and pictures during read-alouds (ELA-7-E1)

ELA-7-E2 Using basic reasoning skills, life experiences, and available information to solve problems in oral, written, and visual texts.

ELA-7-E2-GLE 23 Reading and Responding: Identify alternative solutions and consequences to a problem in texts (ELA-7-E2)

ELA-7-E3 Recognizing an author's purpose (reason for writing), and viewpoint (perspective).

ELA-7-E3-GLE 24 Reading and Responding: Identify an author's purpose for writing (e.g., to entertain, to inform, to describe) (ELA-7-E3)

ELA-7-E4 Using basic reasoning skills to distinguish fact from opinion, skim and scan for facts, determine cause and effect, generate inquiry, and make connections with real-life situations.

ELA-7-E4-GLE 25 Reading and Responding: Apply basic reasoning skills, including:

ELA-7-E4-GLE 25.a. Identifying simple causes and effects in stories.

ELA-7-E4-GLE 25.b. Telling differences between reality and fantasy in texts.

ELA-7-E4-GLE 25.c. Formulating questions beginning with who, what, when, where, and why about texts read independently (ELA-7-E4)