What does a student learn in StateWashington,GradeGrade 1,SubjectEnglish Language Arts?

Students read stories, poems, and informational books out loud and on their own, learning to understand characters, ideas, and the world around them.

Students listen to books read aloud, look at pictures and words, and talk about what they notice. Reading in first grade starts with simply spending time with stories and text.

Students pick books they want to read, whether from their own curiosity or a suggestion from a friend, teacher, or family member.

Reading time means sitting with books, looking at pages, and listening to stories read aloud. Students build the habit of spending real time with texts every day.

Students use pictures and words they recognize in a book to tell a story or share what they learned, drawing on what they already know or imagine.

Reading a page correctly means knowing that print runs left to right, that spaces separate words, and that sentences start with capital letters. Students use these basics every time they open a book.

Students look at a page and sort out what is a picture versus what is a letter or word. This is one of the first steps in learning to read.

Students spot what makes a sentence look like a sentence: a capital letter at the start and a punctuation mark at the end. They use those same rules when writing their own sentences.

Phonological awareness is the ability to hear and work with the sounds in spoken words. Students clap syllables, blend sounds together, and notice rhymes to build the foundation for learning to read.

Students break spoken words into syllables by clapping, counting, or blending the parts back together. For example, "rabbit" has two syllables: "rab" and "bit."

Students listen to a spoken word and pick out its individual sounds, whether at the start, middle, or end. They can also blend those sounds together and count how many a word holds.

Blending letter sounds together to say a whole word out loud. Students practice words like "stop" or "flag" where two consonants sit side by side at the start.

Swap out one sound in a spoken word to make a new one. Change the first sound in "cat" to make "bat," or drop a sound from "stop" to make "top."

Students listen to a sentence read aloud and pick out the separate words inside it, understanding that spoken sentences are made up of individual words.

Students sound out and read grade-level words accurately, building enough speed and confidence to focus on what the story means rather than getting stuck on individual words.

Students learn that two consonants together, like the "sh" in "ship" or the "ch" in "chip," make one new sound. Recognizing these pairs helps students read and spell familiar words.

Sounding out short, simple words by matching each letter or letter group to its sound. Students practice this with words like "cat," "ship," or "jump" until reading them feels automatic.

Students learn that a silent "e" at the end of a word makes the vowel say its name (like in "cake"), and that two vowels side by side often work together to make one long sound (like "rain" or "tea").

Students break printed words into syllables by clapping or counting the beats, using the rule that every syllable needs a vowel sound. This helps them read longer words they haven't seen before.

Students split a longer word into two parts to help read it. A word like "basket" becomes "bas" and "ket" so it is easier to sound out.

Reading words that end in -s, -ed, -ing, or -er. Students recognize that adding these endings to a base word changes its meaning slightly but not beyond recognition.

Irregularly spelled words don't follow normal spelling rules, so students have to memorize them by sight. Students practice reading words like "said," "was," and "the" until they can recognize them instantly.

Reading high-frequency words like "the," "said," and "because" without sounding them out. Students practice recognizing these common words on sight so they can read sentences more smoothly.

Reading sentences out loud smoothly, with accuracy and at a natural pace, not word by word. Students practice until the words in a sentence flow together the way spoken language sounds.

Reading a story or book means more than saying the words out loud. Students use clues from the pictures, the sentences, and what they already know to figure out what a text means.

Before reading, students think about why they are reading something, whether to find information, follow steps, or enjoy a story.

Before reading, students look at the cover, pictures, title, and author's name to get a sense of what a book is about and what kind of story or information it might contain.

Students draw on what they already know and have experienced to picture what is happening in a story or book. Making those connections helps them understand what they read.

Students guess what will happen next in a story, then read on to see if they were right.

Students try different ways to stay interested in a book, like rereading a favorite part or stopping to think about what might happen next.

When reading gets confusing or loses its thread, students try different fix-it moves, like rereading a sentence or slowing down, to get back on track.

Students look at the pictures, photos, or illustrations in a book and explain what those visuals show or add to the story. They say what a picture tells them that the words alone might not.

Students practice asking and answering questions about the important details in a book or story they read.

Students look at a story and describe who tells it, who is in it, where it takes place, and what happens. This is the foundation for talking about any story they read or hear.

Students listen to or read a story, then retell what happened using key details, or explain the main things they learned from a nonfiction book.

Students look at a story or book and explain how the words, pictures, or other choices help tell the story or make them feel something. They think about why the author or illustrator made those choices.

Students say out loud what a story makes them feel or think, and whether it makes them want to do something. This is one of the first steps toward talking and writing about books with real reasons behind their words.

Pictures and specific words in a book change how a story feels and what readers understand. Students explain how an image or a word choice shifts the meaning or mood of what they just read.

Students look at two different types of books, such as a storybook and a how-to guide, and notice features like headings, pictures, or captions. Then they explain what each feature helps a reader understand.

Students look at two books on the same topic and notice what each author or illustrator did differently. They might spot how one story uses bright pictures while another uses fewer words to tell the same idea.

Reading a book or story, students think about whether it was easy or hard to understand, what they liked or questioned, and why. They share a simple opinion about the text with a reason to back it up.

Students share what they like or don't like about a picture, story, or book and explain why.

Students pick a book or passage they have already read and use it for a real reason, like answering a question, finding a favorite part, or explaining something to someone else.

Students look closely at story characters to figure out what a character is thinking, feeling, and why they act the way they do.

Students listen to or read a story, then share what they would think, feel, or do if the same thing happened to them. It helps them connect their own life to the characters and events in the book.

Students pull facts or examples from a book or passage to support what they say in class discussions or to use in a project.

Students look at how an author or illustrator made choices in a book, then borrow those same ideas when creating their own writing or drawings.

Students write, draw, or combine pictures and words to share ideas across different types of writing. They might tell a story, describe something, or give an opinion using whatever mix of images and text fits best.

Students write or draw to share what they think, feel, or have experienced. This could be a story, an opinion, or a reaction to something they learned.

Students use drawing, pictures, and words together to share ideas and tell stories. They practice writing across different kinds of pieces, like how-to steps, personal stories, and simple facts about a topic.

Students write or draw about something real that happened to them or something they made up in their head.

Students draw or write to share something they noticed or figured out, like how a caterpillar moves or why the sky looks blue at night.

Students write or draw to share what they think or like, such as a favorite book or why they prefer one thing over another.

Students write or draw to convince others to think or act differently, like arguing for a new game at recess or explaining why a class rule should change.

Students write or draw a story that shows two things happening in order, like waking up and then eating breakfast. The events have a beginning and a next part.

Students pick a topic, make a plan, and write a piece all the way to the end. This standard covers the full writing process, from first idea to finished page.

Students tie a writing prompt to something they already know or care about, like a pet, a favorite place, or a memory, before they start writing.

Students figure out what steps to take before starting a writing or drawing project, planning the work in order from beginning to end.

Students brainstorm ideas before they write, which might mean talking through a thought, sketching a picture, or using a classroom tool to get started.

Students choose what to write about by drawing on their own experiences, things they've imagined, or books they've read. A topic might come from a memory, a story, or simply something they want to share.

Students look at a model piece of writing and decide which parts of its style or structure to borrow for their own work.

Students learn to think about what their reader does not already know and add details that help fill in that gap.

Students pick facts, pictures, or other media from class research to back up what they want to say in their writing.

Students write a first-pass version of their piece, getting ideas down on paper before worrying about making it perfect.

Students pick a topic and write or draw a few basic facts about it. This is an early step in learning to share what they know on paper.

Students pick a topic they care about, say what they think, and give one reason why. This is the first step in learning to write a simple argument.

Students write stories that follow a clear beginning, middle, and end. They use words like "first," "then," and "finally" to show what happens and when.

Students look at real books and try to copy features they notice, like titles, labels, or how words are arranged on the page.

Students write an opening sentence that pulls readers in and a closing sentence that wraps the piece up. This is one of the first steps toward writing like a real author.

Students pick a topic and write its name at the top of their piece before adding details, pictures, or sentences.

Students write a sentence that tells the reader what they think or believe before explaining why.

Students wrap up their writing with an ending sentence that lets the reader know the story or idea is finished, instead of stopping mid-thought.

Students sort their ideas into the right shape for the kind of writing they are doing. A story has a beginning, middle, and end. A how-to piece lists steps in order.

Students talk about something they wrote or drew, explaining what it shows or what they were trying to say.

Students read their own writing back to themselves to check that the words on the page say what they meant to say.

Students explain what they drew or wrote to a teacher or classmate, putting their ideas into words so someone else understands the story or message behind the work.

Students share their writing or drawing with a classmate or adult and ask what the other person thinks it means. This helps students see whether their message came through clearly.

Students look back at something they wrote, fix spelling or wording, and make it clearer before they're done.

Students look back at their drawing or writing and add a word, change a sentence, or fix a detail to make their meaning clearer. This is the beginning of revision.

Students check their own writing for capital letters, punctuation, and spacing before they finish. They make sure the piece looks consistent from start to finish.

Students share their finished writing with real audiences, like classmates or family, in person or online. They learn that writing is meant to be read by someone.

First graders talk and listen with classmates to share ideas and learn from each other, whether in the classroom or in an online space a teacher is watching over.

Students take turns talking and listening in group conversations, staying on topic and responding to what others say.

Students learn what it means to be a good discussion partner: taking turns, listening while others talk, and adjusting how they participate when the conversation calls for it.

Before joining a class conversation, students look back at what was said before so they can pick up where the group left off.

Students ask questions during class discussions to better understand what a classmate or teacher just said. It's the habit of speaking up when something is unclear or curious, not just listening quietly.

Students use what they already know, have seen, or have done to answer questions in class conversations.

Students practice listening by repeating back what a classmate said, then asking a question if something wasn't clear.

Students listen to what a classmate just said and then build on it, adding their own idea to keep the conversation going.

Students listen to others in a group conversation and point out where ideas match or where they differ.

Students practice asking "why do you think that?" when a classmate sees things differently. It's an early habit of curiosity that helps them understand other people's thinking.

After a class discussion, students notice if they now think or feel differently about a topic than they did before the conversation started.

After a class discussion, students look back and share the moments or ideas that stuck with them.

This standard doesn't apply in Grade 1. Students begin formal collaborative discussion skills in Grade 3.

Students work with classmates to complete a shared project or task, taking turns, listening to each other, and contributing their own ideas.

Students learn to follow the rules of a group discussion, like when to talk and when to listen, and adjust when the plan changes.

Students explain why a shared project matters to them by linking it to something from their own life or neighborhood.

Students look back at what the group finished and talk about what to do next. This happens during partner or group discussions, not as a solo task.

Students share their own ideas, experiences, and stories out loud with a group. This is the start of learning to speak up, stay on topic, and make sure others understand what they mean.

Students pick a topic to talk or write about, drawing from a book they read, something they imagined, or an experience they had. The idea can come from almost anywhere.

Students decide what they want to say before speaking, choosing details that help listeners understand their idea.

Students pick a picture, object, or video clip to go along with what they are presenting, so the audience can follow along more easily.

Students practice choosing how to speak and act when sharing ideas with a group, learning that how they present themselves shapes how others receive what they say.

Students find their own way of speaking up in group conversations, building on what they naturally do well and what makes them who they are.

Students learn to think before they speak in a group conversation, considering what others have said and choosing words that fit the moment. It is about reading the room and responding in a way that makes sense.

Students choose whether to speak in English, their home language, or both based on what helps them say what they mean.

Students decide what to share with the group and what to keep private, and can explain their choice in a word or two.

Students speak loudly enough to be heard, use gestures to support their words, and slow down or speed up to help listeners follow along.

Students practice grammar, punctuation, and word choice so they can write clear sentences and understand what they read and hear.

Students learn that the words and tone they use change depending on who they're talking to. Chatting with friends sounds different from answering a teacher or speaking with family.

Students learn that the same thing can have different names depending on who they're talking to. A "couch" at home might be a "sofa" at school, and a friend might call it something else entirely.

Students practice picking the word, phrase, or sentence that best answers a question. It's the skill of knowing when an answer is complete enough to stop.

This standard is not used in first grade. No definition is needed.

Students build sentences about their day, a story, or what they're learning, then stretch those sentences to say more. They practice this in class discussions and in writing.

Students take a short sentence and stretch it by adding details that make the meaning clearer. For example, "The dog ran" becomes "The big dog ran down the street."

Students practice writing sentences where the verb matches the noun. A singular noun like "the dog" takes "runs," while a plural noun like "the dogs" takes "run."

Students learn to match the verb to the time: "I walked" for yesterday, "I walk" for today, "I will walk" for tomorrow. It is one of the first steps in writing sentences that make sense to a reader.

Students learn which words get a capital letter: the first word in a sentence, the names of people and places, and dates like Monday or January.

Students learn to place a comma between the day and year in a date, and between each word when listing three or more items in a row.

Students learn which punctuation mark ends a sentence: a period for a plain statement, a question mark when asking something, and an exclamation point when showing strong feeling.

First graders figure out what unfamiliar words mean by listening carefully and asking questions during stories and conversations, then practice using those new words in their own speech and writing.

When students meet a word they don't know, they use clues from nearby sentences to figure out what it means. This skill also helps them sort out words that carry more than one meaning.

Students sort words into three groups: everyday nouns like "dog," names like "Maria," and ownership words like "Maria's dog." They practice telling those three types apart in sentences they read and write.

Students learn when to use words like "he," "mine," and "someone" in place of a name or noun. They practice picking the right pronoun so a sentence stays clear.

Students learn to use common describing words (like "big" or "cold"), connecting words (like "and" or "but"), and small guide words (like "the" or "on") to build clearer sentences when speaking and writing.

Adding 's to a word shows that something belongs to someone. Students learn to write phrases like "the dog's tail" or "Sara's book" instead of "the tail of the dog."

Students learn how words connect to each other and notice small differences in meaning, like the difference between "warm" and "hot." This helps them choose the right word when speaking or writing.

Students learn that knowing a root word like "play" helps them figure out new words built from it, like "replay" or "played."

Students use common word parts like "un-" or "-ful" to figure out what an unfamiliar word means. Seeing "unhappy" helps them spot that "un-" flips the meaning of the root word.

Students sort words into groups by what they have in common. A dog and a cat both fit "animals"; red and blue both fit "colors." This builds the habit of thinking about what words really mean.

When students come across an unfamiliar word, they use the other words in the same sentence to figure out what it means.

Students learn that words like "whisper," "say," and "shout" all mean talking but feel very different. They practice picking the right word for how loud, fast, or strong something really is.

Students pick a question they want answered, then look for answers in books, pictures, or by asking people. They share what they found out.

Students look at ads, news stories, and other media to figure out why the message was made, who made it, and what it is trying to say or sell.

Students pick something they wonder about and come up with questions to find out more. This is the first step in looking something up or doing simple research.

Students look at books, pictures, or videos a teacher provides to find answers to their questions.

Students talk about where to look when they have a question, such as a book, a website, or a person who knows about the topic.

Students learn where to look when they need information, like books at the library, websites, or magazines, and practice choosing the right source for the question they have.

Students help an adult search for information online by suggesting words or ideas to type into the search bar.

Students discuss a topic by talking it through with a classmate or a grown-up, practicing how to share what they know and listen to what others think.

Students find answers to questions by looking in books, asking people who know, and searching more than one place to check what they learn.

Students take what they've learned from a book, video, or lesson and share it with someone else, in their own words or through a drawing, project, or conversation.

Students look at ads, videos, or pictures and notice how those messages make them feel, such as excited, scared, or left out.

Students look at a photo, video, or ad and name why someone made it: to inform, to entertain, or to persuade. They start to notice that media messages are made on purpose.

Students learn to tell the difference between an ad trying to sell something and a show or song made just for fun.

Students learn that media messages (like a TV ad, a book cover, or a website) have different parts, and that each part does a specific job. They practice spotting what those parts are and what each one is trying to do.

Students learn to tell the difference between a fact (something you can check) and an opinion (what someone thinks or feels) when watching a video, reading a sign, or looking at an ad.

Students look at videos, pictures, and books to sort out what could happen in real life from what is made up, like a talking animal or a flying car.

Students look at pictures in books, ads, or videos and explain what the images show and why they might be there.

Students learn that different people share information in different ways. A doctor explains health, a teacher explains school topics, and a news reporter explains current events.

Students look at a book, website, or video and name the person or group who chose what information to put in it. They start to understand that someone always makes decisions about what to include and what to leave out.

Students learn to think about who actually knows a topic well enough to explain it. A doctor knows about health. A farmer knows about crops. Students practice naming the right kind of person to ask when they have a question.

This standard isn't taught in first grade. Students will work on reading and understanding media messages in later grades.