Michigan State Standards for Language Arts: Grade 1

MI.R. Reading

R.1. Word Recognition and Word Study - Phonemic Awareness

R.WS.01.01. Students will demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.

R.WS.01.02. Students will recognize that words are composed of sounds blended together and carry meaning.

R.2. Word Recognition and Word Study - Phonics

R.WS.01.03. Students will understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.

R.WS.01.04. Students will use structural cues to recognize one-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh.

R.3. Word Recognition and Word Study - Word Recognition

R.WS.01.05. Students will automatically recognize frequently encountered words in and out of context with the number of words that can be read fluently increasing steadily across the school year.

R.WS.01.06. Students will make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.

R.WS.01.07. Students will use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings.

R.WS.01.08. Students will use syntactic and semantic cues including picture clues, word chunks, and the structure of book language to determine the meaning of words in grade-appropriate texts.

R.WS.01.09. Students will know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.4. Word Recognition and Word Study - Vocabulary

R.WS.01.10. Students will in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.

R.5. Fluency

R.FL.01.01. Students will automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context.

R.FL.01.02. Students will use punctuation cues (periods and question marks) when reading aloud with intonation, pauses, and emphasis.

R.FL.01.03. Students will read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level.

R.6. Narrative Text

R.NT.01.01. Students will recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

R.NT.01.02. Students will identify and describe the basic form and purpose of a variety of narrative genre including realistic fiction, fantasy, and folktales.

R.NT.01.03. Students will identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).

R.NT.01.04. Students will identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.

R.NT.01.05. Students will respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.7. Informational Text

R.IT.01.01. Students will identify and describe the basic form, features, and purpose of a variety of informational genre including simple 'how-to' books, science and social studies magazines.

R.IT.01.02. Students will discuss informational text patterns including descriptive, sequential, and enumerative.

R.IT.01.03. Students will explain how authors use text features including headings, titles, labeled photographs, and illustrations to enhance the understanding of key and supporting ideas.

R.IT.01.04. Students will respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.8. Comprehension

R.CM.01.01. Students will make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

R.CM.01.02. Students will retell in sequence up to three important ideas and details of familiar simple oral and written text.

R.CM.01.03. Students will compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.

R.CM.01.04. Students will apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.9. Metacognition

R.MT.01.01. Students will self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text.

R.MT.01.02. Students will self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text.

R.MT.01.03. Students will plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work.

R.MT.01.04. Students will self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author's perspective.

R.10. Critical Standards

R.CS.01.01. Students will develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others with teacher guidance.

R.11. Reading Attitude

R.AT.01.01. Students will be enthusiastic about reading and learning how to read.

R.AT.01.02. Students will do substantial reading and writing on their own during free time in school and at home.

MI.W. Writing

W.1. Writing Genre

W.GN.01.01. Students will write a personal narrative using illustrations and transitional words such as before, after, now, or finally to indicate a sequence of events, sense of story (beginning, middle, and end), and physical descriptions.

W.GN.01.02. Students will approximate poetry based on reading a wide variety of grade-appropriate poetry.

W.GN.01.03. Students will write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas.

W.GN.01.04. Students will use a teacher-selected topic to write one research question; locate and begin to gather information from teacher-selected resources; organize the information and use the writing process to develop a project.

W.2. Writing Process

W.PR.01.01. Students will with teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning.

W.PR.01.02. Students will draft focused ideas using multiple connected sentences with appropriate grammar, usage, mechanics, and temporary spellings when composing a narrative or informational piece.

W.PR.01.03. Students will attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information).

W.PR.01.04. Students will attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups.

W.3. Personal Style

W.PS.01.01. Students will develop personal style in oral, written, and visual messages in both narrative (e.g., natural language, specific action, emotion) and informational writing (e.g., sequence, specific vocabulary, visual representation).

W.4. Grammar and Usage

W.GR.01.01. Students will in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I.

W.5. Spelling

W.SP.01.01. Students will in the context of writing, correctly spell frequently encountered one-syllable words from common word families.

W.SP.01.02. Students will in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists).

W.6. Handwriting

W.HW.01.01. Students will legibly write upper and lower case manuscript letters.

W.7. Writing Attitude

W.AT.01.01. Students will be enthusiastic about writing and learning to write.

MI.S. Speaking

S.1. Conventions

S.CN.01.01. Students will use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings).

S.CN.01.02. Students will explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies.

S.CN.01.03. Students will speak effectively maintaining appropriate posture, eye contact, and position using props such as photographs or illustrations in narrative and informational presentations.

S.CN.01.04. Students will present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)

S.CN.01.05. Students will understand, providing examples of how language differs from storybooks and classroom as a function of linguistic and cultural group membership.

S.2. Discourse

S.DS.01.01. Students will engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions.

S.DS.01.02. Students will tell or retell familiar stories (e.g., realistic fiction, fantasy, folktale), using a problem/solution pattern, appropriate story grammar, and proper sequence while maintaining appropriate posture and eye contact, using a prop for support.

S.DS.01.03. Students will respond to multiple text types by reflecting, making meaning, and making connections.

S.DS.01.04. Students will plan and deliver presentations using an informational organizational pattern (e.g., descriptive, enumerative, or sequential) providing several facts and details to make their point while maintaining appropriate posture and eye contact using a prop.

MI.L. Listening and Viewing

L.1. Conventions

L.CN.01.01. Students will understand, restate and follow two-step directions.

L.CN.01.02. Students will ask appropriate questions for clarification and understanding during a presentation or report.

L.CN.01.03. Students will listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to the comments of a peer and respond on topic adding a connected idea.

L.CN.01.04. Students will understand how the source of the message affects the receiver's response (student/student, student/teacher, student/parent).

L.CN.01.05. Students will begin to evaluate messages they experience from a variety of media and differentiate between sender, receiver, and message.

L.2. Response

L.RP.01.01. Students will listen to or view knowledgeably and discuss a variety of genre.

L.RP.01.02. Students will select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

L.RP.01.03. Students will respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make meaning, and make connections.