Grade 1 ELA Iowa standards Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes*

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Writing Foundations

Fluency

Phonics and Word Recognition

Phonemic Awareness

Print Concepts

Reading and Writing Standards: Foundational Skills

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use common, proper, and possessive nouns.

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Use frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use determiners (e.g., articles, demonstratives).

Use frequently occurring prepositions (e.g., during, beyond, toward).

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize dates and names of people.

Use end punctuation for sentences.

Use commas in dates and to separate single words in a series.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

(Begins in grade 2)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Use sentence-level context as a clue to the meaning of a word or phrase.

Use known individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Use frequently occurring affixes as a clue to the meaning of a word.

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including frequently occurring conjunctions to signal simple relationships (e.g., because).

Demonstrate understanding of the organization and basic features of print.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Demonstrate the ability to identify and manipulate individual sounds in spoken words.

Distinguish long from short vowel phonemes (sounds) in single-syllable words.

Orally produce single-syllable words by blending phonemes (sounds), including consonant blends.

Isolate and pronounce initial, medial vowel, and final phonemes (sounds) in spoken singlesyllable words.

Segment spoken single-syllable words into their complete sequence of individual phonemes (sounds).

Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.

Decode and encode one-syllable words with common consonant digraphs.

Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.

Decode and encode regularly spelled one-syllable words with final-e (VCe) patterns. Decode regularly spelled one-syllable words with common vowel team patterns that represent long vowel sounds.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Decode two-syllable words following basic patterns by breaking the words into syllables (may include closed and open syllables).

With prompting and support, decode and encode words with inflectional suffixes (e.g., -ed, -ing, -s/es, -er).

Read grade-appropriate high frequency words with accuracy and automaticity. (RF.1.3) (DOK 1,2)

Read with sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding.

Use decoding skills to self-correct word recognition, rereading as necessary.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Ask and answer questions about key details in a text.

With prompting and support, read informational texts appropriately complex for grade 1.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Use the illustrations and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Ask and answer questions about key details in a text.

With prompting and support, read stories and poetry of appropriate complexity for grade 1.

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Describe characters, settings, and major events in a story, using key details.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Identify who is telling the story at various points in a text.

Use illustrations and details in a story to describe its characters, setting, or events.

(Not applicable to literature)

Compare and contrast the adventures and experiences of characters in stories.

Participate in collaborative conversations with peers and adults about grade 1 topics and texts in both small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others, staying on topic, and taking turns speaking).

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Ask questions to clear up any confusion about the topics and texts under discussion.

Ask and answer questions about the main topic and key details in a text read aloud or information presented orally or through other media.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Speak audibly and in complete sentences when retelling familiar stories or reciting poems, nursery rhymes or lines of a play. (See grade 1 Language standard 1 for specific expectations.)

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

. (Begins in grade 3)

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

(Begins in grade 3)

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

(Begins in grade 4)

Print independently and legibly for a variety of tasks and purposes.

Form upper and lowercase manuscript letters and numerals correctly with proportion, line awareness, and spacing (between words and letters).

Produce manuscript writing with accuracy and automaticity.

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing

Fluency

Phonics and Word Recognition

Phonemic Awareness

Print Concepts

Reading and Writing Standards: Foundational Skills

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Demonstrate emerging understanding of letter and word use.

Use frequently occurring nouns in communication.

Write letters from own name.

Use frequently occurring plural nouns in communication.

With guidance and support, use familiar personal pronouns (e.g., I, me, and you).

Use familiar present tense verbs.

With guidance and support, use familiar frequently occurring adjectives (e.g., big, hot).

With guidance and support, use common prepositions (e.g., on, off, in, out).

With guidance and support, use simple question words (interrogatives) (e.g., who, what).

Demonstrate emerging understanding of conventions of standard English.

With guidance and support during shared writing, put a period at the end of a sentence.

With guidance and support, use letters to create words.

With guidance and support during shared writing, identify the letters that represent sounds needed to spell words.

(Begins in grade 2)

Demonstrate emerging knowledge of word meanings.

Demonstrate understanding of words used in every day routines.

Demonstrate emerging understanding of word relationships.

With guidance and support, sort common objects into familiar categories.

With guidance and support, identify attributes of familiar words.

With guidance and support, demonstrate understanding of words by identifying real-life connections between words and their use.

Demonstrate emerging understanding of the organization of print.

Demonstrate understanding of the organization and basic features of print (e.g., left-to-right, top-tobottom orientation of print, one-to-one correspondence between written and spoken word).

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Recognize rhyming words.

With guidance and support, match orally presented segmented phonemes (e.g., C-A-T) to pictures or words illustrating the corresponding word.

Identify a single syllable spoken word with the same onset (beginning sound) as a familiar word.

With guidance and support, substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Demonstrate emerging letter and word identification skills.

Identify upper case letters of the alphabet.

With guidance and support, recognize familiar words that are used in every day routines.

Begin to attend to words in print.

Engage in sustained, independent study of books.

Participate in shared reading of a variety of reading materials reflecting a variety of text genre.

Actively engage in shared reading of informational text.

Identify details in familiar text.

With guidance and support, identify details related to the topic of a text.

Identify individuals, events, or details in a familiar informational text.

With guidance and support, ask a reader to clarify the meaning of a word in a text.

Locate the front cover, back cover, and title page of a book.

Distinguish between words and illustrations in a text.

Identify illustrations or objects/tactual information that go with a familiar text.

Identify points the author makes in a familiar informational text.

With guidance and support, match similar parts of two texts on the same topic.

Identify details in familiar stories.

With guidance and support, actively engage in shared reading for a clearly stated purpose.

With guidance and support, recount major events in familiar stories.

Identify characters and settings in a familiar story.

With guidance and support, identify sensory or feeling words in a familiar story.

With guidance and support, identify a text as telling a story.

With guidance and support, identify a speaker within a familiar story.

Identify illustrations or objects/tactual information that go with a familiar story.

With guidance and support identify adventures or experiences of characters in a story as same or different.

Participate in conversations with adults.

Engage in multiple-turn exchanges with supportive adults.

Build on comments or topics initiated by an adult.

Uses one or two words to ask questions related to personally relevant topics.

During shared reading activities, answer questions about details presented orally or through other media.

Communicate confusion or lack of understanding ("I don't know.").

Identify familiar people, places, things, and events.

Add or select drawings or other visual or tactual displays that relate to familiar people, places, things, and events.

With guidance and support, provide more information to clarify ideas, thoughts, and feelings.

Select a familiar book and use drawing, dictating, or writing to state an opinion about it.

(Begins in grade 3)

Select a familiar topic and use drawing, dictating, or writing to share information about it.

Select an event and use drawing, dictating, or writing to share information about it.

(Begins in grade 3)

With guidance and support from adults, add more information to own drawing, dictation, or writing to strengthen it.

With guidance and support from adults, explore a variety of digital tools to produce individual or group writing.

With guidance and support, participate in shared research and writing projects.

With guidance and support from adults, identify information related to personal experiences and answer simple questions about those experiences.

(Begins in grade 4)