Grade 1 ELA NJSLS Standards

Speaking and Listening Domain

Writing Domain

Reading Domain

Sentence Composition (Grammar, Syntax, and Punctuation)

Spelling

Foundational Skills: Writing Language

Fluency

Phonics and Word Recognition

Phonological Awareness

Print Concepts

Foundational Skills: Reading Language

Language Domain

With prompting and support, develop knowledge of language and its conventions when writing, speaking, reading, or listening.

Demonstrate mastery of the organization and basic features of print (including those listed under L.RF.K.1); recognize and understand the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Distinguish long from short vowel sounds in spoken single-syllable words.

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

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

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

Know and apply grade-level phonics and word analysis skills in decoding words.

Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

Decode regularly spelled one-syllable words.

Know final -e and common vowel team conventions for representing long vowel sounds.

Distinguish long and short vowels when reading regularly spelled one-syllable words.

Decode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound.

Read high-frequency and grade-level irregular words with automaticity (e.g. fly, walk, old).

Recognize the parts of high-frequency words that are regular and the parts that are irregular.

Read with sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding.

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

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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

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

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.

Ask and answer questions to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.

Choose flexibly from an array of strategies to determine the meaning of words and phrases.

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

Demonstrate command of the conventions of writing (including those proficiencies listed in L.WF.K.1).

Write the upper and lowercase alphabets from memory.

Write a common grapheme (letter or letter group) for each phoneme.

Orally segment the phonemes in any single syllable, spoken word.

Recognize that each syllable is organized around a vowel sound.

Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words (including those proficiencies listed in L.WF.K.2) with:

Short vowels and single consonants.

Consonant graphemes including qu, x, and –ck; digraphs (thin, shop, when, much, sing); and doubled letters (off, will, mess).

Initial and final consonant blends (must, slab, plump).

Demonstrate command and use of the conventions of writing, (including those proficiencies listed in L.WF.K.3):

Write sentences with increasing complexity.

Supply the “who,” “is doing,” “what,” in a subject-verb-object sentence frame.

Capitalize the first word of a sentence, days of the week, months, names of people, and proper names.

Match periods, question marks, and exclamation points to statements, questions, commands, and exclamations.

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

Distinguish between a complete sentence and a sentence fragment and supply the missing phrase or clause.

Write statements in response to questions, and questions transformed from statements, using conventional word order.

Elaborate a simple subject or simple predicate, in response to questions who, what, where, when, how, or why.

Use conjunctions appropriately in sentences (e.g., and, but, so, and because).

Identify the reasons an author gives to support points in a text and explain how that information is applied, with prompting as needed.

Determine main topic and retell a series of key details in informational texts (e.g., who, what, where, when, why, how).

Ask and answer questions about key details in an informational text (e.g., who, what, where, when, why, how).

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

Describe relationships among pieces of information (e.g., sequence of events, steps in a process, cause-effect and compare-contrast relationships) within a text.

With prompting and support, use text features (e.g., diagrams, tables, animations) to describe key ideas.

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

With prompting and support, explain major differences between books that tell stories and books that give information, identifying various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text while drawing on a wide reading of a range of text types.

Determine central message and retell a sequence of events in literary texts (e.g., who, what, where, when, why, how).

Ask and answer questions about key details in a literary text (e.g., who, what, where, when, why, how).

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

Describe characters, settings, and major event(s) in a story, using key details.

With prompting and support, use illustrations and details in a story to describe its characters, setting, or events.

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

With prompting and support, explain major differences between books that tell stories and books that give information recognizing organization and features of literary texts (e.g., follows a story line, chronology of events, interprets illustrations) while drawing on a wide reading of a range of text types.

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.

Produce complete sentences when appropriate to task and situation.

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

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

Follow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

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.

With prompts and support, write opinion pieces on a topic or texts.

Introduce an opinion.

Support the opinion with facts or other information and examples related to the topic.

Provide a conclusion.

With prompts and support, write informative/explanatory texts to examine a topic and convey ideas and information.

Introduce a topic.

Develop the topic with facts or other information and examples related to the topic.

Provide a conclusion.

With prompts and support, write narratives of several complete sentences based on real or imagined experiences or events.

Using words and pictures, establish a situation and/or introduce characters; organize an event sequence.

Provide dialogue and/or description and details of experiences, events, or characters.

Use transitional words to manage the sequence of events.

Provide a reaction to the experiences or events.

Engage in discussion, drawing, and writing in brief but regular writing tasks.

With guidance and support from adults, gather and select information from multiple sources to answer a question or write about a topic.

With prompts, guidance and support develop and strengthen writing as needed by planning, revising, and editing.

With prompts and support, identify audience and purpose before writing.

With prompts and support, find and correct errors of spelling, capitalization, and punctuation after skills have been taught.

With prompting and support, generate questions through shared research about a topic and determine possible sources to obtain information on that topic.