Utah State Standards for Language Arts: Grade 1

UT.1. Oral Language: Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.

1.1. Develop language through listening and speaking.

1.1.a. Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).

1.1.b. Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step directions, restate, clarify, question).

1.1.c. Speak clearly and audibly with expression in communicating ideas.

1.1.d. Speak in complete sentences.

1.2. Develop language through viewing media and presenting.

1.2.a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain information, distinguish between fiction/nonfiction).

1.2.b. Use a variety of formats (e.g., show and tell, drama, sharing of books and personal writings, choral readings, informational reports, retelling experiences and stories in sequence) in presenting with various forms of media.

UT.2. Concepts of Print: Students develop an understanding of how printed language works.

2.1. Demonstrate an understanding that print carries 'the' message.

2.1.a. Recognize that print carries different messages.

2.1.b. Identify messages in common environmental print (e.g., signs, boxes, wrappers).

2.2. Demonstrate knowledge of elements of print within a text.

2.2.a. Discriminate between letters, words, and sentences in text.

2.2.b. Match oral words to printed words while reading.

2.2.c. Identify punctuation in text (i.e., periods, question marks, and exclamation points).

UT.3. Phonological and Phonemic Awareness: Students develop phonological and phonemic awareness.

3.1. Demonstrate phonological awareness.

3.1.a. Count the number of syllables in words.

3.1.b. Count the number of syllables in a first name.

3.2. Recognize like and unlike word parts (oddity tasks).

3.2.a. Identify words with same beginning consonant sounds (e.g., man, sat, sick) and ending consonant sounds (e.g., man, sat, ten) in a series of words.

3.2.b. Identify words with same medial sounds in a series of words (e.g., long vowel sound take, late, feet; short vowel sound top, cat, pan; middle consonant sound kitten, missing, lesson).

3.3. Orally blend word parts (blending).

3.3.a. Blend syllables to make words (e.g., /ta/?/ble/, table).

3.3.b. Blend onset and rime to make words (e.g., /p/?/an/, pan).

3.3.c. Blend individual phonemes to make words (e.g., /s/ /a/ /t/, sat).

3.4. Orally segment words into word parts (segmenting).

3.4.a. Segment words into syllables (e.g., table, /ta/?/ble/).

3.4.b. Segment words into onset and rime (e.g., pan, /p/?/an/).

3.4.c. Segment words into individual phonemes (e.g., sat, /s/?/a/?/t/).

3.5. Orally manipulate phonemes in words and syllables (manipulation).

3.5.a. Substitute initial and final sound (e.g., replace first sound in mat to /s/, say sat; replace last sound in mat with /p/, say map).

3.5.b. Substitute vowel in words (e.g., replace middle sound in map to /o/, say mop).

3.5.c. Delete syllable in words (e.g., say baker without the /ba/, say ker).

3.5.d. Deletes initial and final sounds in words (e.g., say sun without the /s/, say un; say hit without the /t/, say hi).

3.5.e. Delete initial phoneme and final phoneme in blends (e.g., say step without the /s/, say tep; say best without the /t/, say bes).

UT.4. Phonics and Spelling: Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.

4.1. Demonstrate an understanding of the relationship between letters and sounds.

4.1.a. Write letters to represent spoken sounds of all letters of the alphabet in random order.

4.1.b. Identify and pronounce sounds for consonants, consonant blends (e.g., br, st, fl) and consonant digraphs (e.g., ch, sh, wh, th) accurately in words.

4.1.c. Identify and pronounce sounds for short and long vowels, using patterns (e.g., vc, vcv, cvc, cvvc, cvcv, cvc-silent e), and vowel digraphs (e.g., ea, ee, ie, oa, ai, ay, oo, ow) accurately in words.

4.1.d. Identify and pronounce sounds for r-controlled vowels accurately in one-syllable words (e.g., ar, or, er).

4.1.e. Identify and blend initial letter sounds with common vowel patterns to pronounce one-syllable words (e.g., /g/?/oa/?/t/, goat).

4.2. Use knowledge of structural analysis to decode words.

4.2.a. Identify and read grade level contractions and compound words.

4.2.b. Identify sound patterns and apply knowledge to decode one-syllable words (e.g., blends, digraphs, vowel patterns, r-controlled vowels).

4.2.c. Demonstrate an understanding of representing same sound with different patterns by decoding these patterns accurately in one-syllable words (e.g., ee, ie, ea, e).

4.2.d. Use knowledge of root words and suffixes to decode words (i.e., -ful, -ly, -er).

4.2.e. Use letter patterns to decode words (e.g., phonograms/word families/onset and rime: -ack, -ail, -ake).

4.3. Spell words correctly.

4.3.a. Write sounds heard in words in the correct order.

4.3.b. Hear and write beginning, middle, and ending consonant sounds to spell one-syllable words.

4.3.c. Spell short vowel words with consonant blends and digraphs (e.g., bl, st, nt, sh, wh, th).

4.3.d. Spell an increasing number of grade level high-frequency and irregular words correctly (e.g., bear, gone, could).

4.3.e. Learn the spellings of irregular and difficult words (e.g., river, house, animal).

4.4. Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).

4.4.a. Use knowledge about spelling to predict the spelling of new words.

4.4.b. Associate the spelling of new words with that of known words and word patterns.

4.4.c. Use spelling generalities to assist spelling of new words (e.g., one vowel between two consonants, silent 'e' on the end of a word, two vowels together).

UT.5. Fluency: Students develop reading fluency to read aloud grade level text effortlessly without hesitation.

5.1. Read aloud grade level text with appropriate speed and accuracy.

5.1.a. Read grade level text at a rate of approximately 60 wpm.

5.1.b. Read grade level text with an accuracy rate of 95-100%.

5.2. Read aloud grade level text effortlessly with clarity.

5.2.a. Read grade level text in three- to four-word phrases using intonation, expression, and punctuation cues.

5.2.b. Read with automaticity 100 first grade high-frequency/sight words.

UT.6. Vocabulary: Students learn and use grade level vocabulary to increase understanding and read fluently.

6.1. Learn new words through listening and reading widely.

6.1.a. Use new vocabulary learned by listening, reading, and discussing a variety of genres.

6.1.b. Learn the meanings of a variety of grade level words (e.g., words from literature, social studies, science, math).

6.1.c. Use resources to learn new words by relating them to known words (e.g., books, charts, word walls, simple dictionaries).

6.2. Use multiple resources to learn new words by relating them to known words and/or concepts.

6.2.a. Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, thesauruses).

6.2.b. Determine gradients of meanings between related words and concepts (e.g., colonization exploration, migrate, settlement).

6.3. Use structural analysis and context clues to determine meanings of words.

6.3.a. Identify meanings of words using the root word and known endings (e.g., car, cars; jump, jumped, jumping).

6.3.b. Use context to determine meanings of unknown key words (e.g., The gigantic dog couldn't fit in his new doghouse.).

UT.7. Comprehension: Students understand, interpret, and analyze narrative and informational grade level text.

7.1. Identify purposes of text.

7.1.a. Discuss purpose for reading.

7.1.b. Discuss author's purpose.

7.2. Apply strategies to comprehend text.

7.2.a. Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).

7.2.b. Ask questions about text read aloud and independently.

7.2.c. Make predictions using picture clues, title, text, and/or prior knowledge.

7.2.d. Make inferences and draw conclusions from text.

7.2.e. Identify topic/main idea from text noting details.

7.2.f. Retell using important ideas/events and supporting details in sequence.

7.2.g. Compile information from text.

7.3. Recognize and use features of narrative and informational text.

7.3.a. Identify beginning, middle, and end; characters; setting; problem/resolution.

7.3.b. Identify different genres nursery rhymes, fairy tales, poems, realistic fiction, fantasy, fables.

7.3.c. Identify information from pictures, captions, and diagrams.

7.3.d. Identify multiple facts in grade level informational text.

7.3.e. Locate facts from informational texts (e.g., picture books, grade level informational books).

UT.8. Writing: Students write daily to communicate effectively for a variety of purposes and audiences.

8.1. Prepare to write by gathering and organizing information and ideas (pre-writing).

8.1.a. Generate ideas for writing by reading, discussing literature and informational text, drawing, looking at books, being read to, and reflecting on personal experiences.

8.1.b. Select topics from generated ideas.

8.1.c. Identify audience for writing.

8.2. Compose a written draft.

8.2.a. Draft ideas on paper in an organized manner (e.g., beginning, middle, end) utilizing words and sentences.

8.2.b. Select appropriate words to convey meaning.

8.3. Revise by elaborating and clarifying a written draft.

8.3.a. Revise draft to add details.

8.3.b. Revise draft using descriptive words.

8.3.c. Write in complete sentences.

8.4. Edit written draft for conventions.

8.4.a. Edit writing for capitals in names, first word of a sentence, and the pronoun 'I' and correct ending punctuation (i.e., periods, question marks).

8.4.b. Edit for spelling of grade level-appropriate words (e.g., would, down, made, write).

8.4.c. Edit for standard grammar (i.e., complete sentences).

8.4.d. Edit for appropriate formatting features (i.e., spacing, margins, titles).

8.5. Use fluent and legible handwriting to communicate.

8.5.a. Print all upper- and lower-case letters of the alphabet and numerals 0-9 using proper form, proportions, and spacing.

8.5.b. Write with increasing fluency in forming manuscript letters and numerals.

8.5.c. Produce legible documents with manuscript handwriting.

8.6. Write in different forms and genres.

8.6.a. Produce personal writing (e.g., journals, lists, friendly notes and letters, personal experiences, family stories, literature responses).

8.6.b. Produce traditional and imaginative stories, narrative and formula poetry as a shared writing activity.

8.6.c. Produce functional text (e.g., ABC books, lists, labels, signs, how-to books, observations).

8.6.d. Share writing with others using illustrations to add meaning to published works.

8.6.e. Publish group and individual products.