Grade 1

Other Virginia English sets

• Kindergarten
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grade 9
• Grade 10
• Grade 11
• Grade 12

Use knowledge of letter-sound correspondences to read a variety of decodable and gradelevel texts with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or selfcorrect word recognition and understanding, as necessary (Reading Fluency, K-12). 1.DSR.1.A

(Text Complexity, 2-12) Introduced in Grade Two. 1.DSR.1.B

With prompting and support, when responding to text through discussions and/or writing, draw several pieces of evidence from read-alouds to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located (Textual Evidence, K-12). 1.DSR.1.C

Regularly engage in listening to a series of conceptually related texts organized around topics of study to build knowledge and vocabulary. Use this background knowledge as context for new learning (Deep Reading on Topics to Build Knowledge and Vocabulary, K-12).1.DSR.1.D

(Reading Strategies, 3-12): Introduced in Grade Three.1.DSR.1.E

Retell familiar stories sequentially and demonstrate an understanding of the story structure, the central message or lesson, and the details.1.RL.1.A

Identify the elements of a familiar story, including the characters, setting, and important events (e.g., conflict and resolution). 1.RL.1.B

Ask and answer literal (who, what, when, where) or inferential (how, why) questions about what is read. 1.RL.1.C

Generate predictions about story characters and events using the text.1.RL.1.D

**Standards that address Craft and Style are introduced in Grade Three. 

Set a purpose for reading by providing a guiding question, activating prior (experience) and background (content) knowledge.1.RL.3.A

Make connections between characters, settings, and major events in stories heard, using key details. 1.RL.3.B

Compare and contrast the adventures or experiences of characters in stories heard, using key details.1.RL.3.C

Ask and answer literal (who, what, when, where) and inferential (why, how) questions about what is read, including demonstrating an understanding of the main topics.1.RI.1.A

Identify the main idea and supporting details of a text. 1.RI.1.B

Explain the difference between facts and opinions in a text.1.RI.1.C

Identify and use common text features to gain information: table of contents, headings, bolded words, and pictures, captions, and diagrams.1.RI.2.A

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.1.RI.2.B

Identify basic similarities in and differences between two texts on the same topic.1.RI.3.A

Describe the connection between two individuals, events, ideas, or pieces of information in a text.1.RI.3.B

Use functional pencil grasp for letter formation.1.FFW.1.A

Accurately and automatically form all capital and lowercase letters and numbers using manuscript letter formation. 1.FFW.1.B

Accurately and automatically apply spaces between written words in phrases or sentencelevel writing.1.FFW.1.C

Use phoneme-grapheme (sound/symbol) correspondence to encode (spell) single-syllable words containing closed syllables (cvc, ccvc, cvcc, and ccvcc), open syllables (cv, ccv), vowel-consonant-e (cvce, ccvce). 1.FFW.2.A

Encode (spell) 2-syllable words (e.g., pancake) following basic patterns by breaking the words into syllables. 1.FFW.2.B

Encode (spell) unfamiliar words by recognizing and applying taught word patterns. 1.FFW.2.C

Use phoneme/grapheme (sound/symbol) correspondences to encode (spell) grade-level high-frequency words with automaticity and accuracy. 1.FFW.2.D

Use a combination of drawing, dictating, and writing to recount two or more sequenced events or experiences and include details about the events and characters.1.W.1.A

Use a combination of drawing, dictating, and writing to compose informative/expository texts that name a topic and supply some facts about the topic.1.W.1.B

Use a combination of drawing, dictating, and writing to compose opinion pieces that state an opinion and supply a reason for the opinion.1.W.1.C

Use a combination of drawing, dictating, and writing about text(s) read or heard in which students share their thinking with a couple of supporting details from the text. 1.W.1.D

With guidance and support, use a variety of prewriting activities, such as brainstorming, drawing and graphic organizers, to generate ideas and draft writing or dictation. This includes:1.W.2.A

Identifying the audience and purpose of the writing (e.g., letters, stories, journals, etc.).1.W.2.A.i

Composing a series of simple sentences focused on the topic, including sentences with a subject and predicate, subject/verb agreement, and one or more descriptive adjectives.1.W.2.A.ii

With guidance and support from adults, edit writing for conventions e.g., spelling, capitalization, usage, punctuation). (See Language Usage for grade level expectations).1.W.3.A

Produce and expand simple sentences, including a noun, verb, and adjective.1.LU.1.A

Form regular plural nouns orally by adding ‘s’ or ‘es’ sound. 1.LU.1.B

Use personal and possessive pronouns to represent nouns. 1.LU.1.C

Use frequently occurring adjectives to describe specific objects (quantity, size, age, shape, color, or location).1.LU.1.D

Form and use simple verb tenses (past, present, and future) for regular verbs.1.LU.1.E

Use proper verb tense and correct subject-verb agreement.1.LU.1.F

Use articles correctly (e.g., a, an, the).1.LU.1.G

Use interrogatives to ask questions in complete sentences (e.g., who, what, where, when, why, how).1.LU.1.H

Capitalize the first word in a sentence, proper nouns, and the pronoun I.1.LU.2.A

Identify statements and questions and, use correct ending punctuation (e.g., period, questions mark, and exclamation points).1.LU.2.B

Use conventional spelling of words with commonly taught spelling patterns and for frequently occurring irregular words.1.LU.2.C

Participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade one topics and texts. This includes:1.C.1.A

Listening actively and following agreed-upon rules for participating in discussions (e.g., waiting for a turn to speak without unnecessary interruptions and staying on topic).1.C.1.A.i

Respectfully building on others’ ideas and expressing their own clearly.1.C.1.A.ii

Asking questions to seek help, get information, or clarify information for further understanding.1.C.1.A.iii

Expressing ideas and needs in complete sentences.1.C.1.A.iv

Describe people, places, things, and events with relevant details and using appropriate vocabulary.1.C.2.A

Speak audibly with appropriate pacing, prosody, and voice level.1.C.2.B

Participate in a variety of oral language activities, including choral speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains. 1.C.2.C

Retell, create, and dictate stories, rhymes, poems, and events in sequential order using drama, props, and/or pictures indicating first, next, and last events in a story. 1.C.2.D

**Standards related to Integrating Multimodal Literacies are introduced in Grade Two. 

**Standards related to Examining Media Messages are introduced in Grade Four.

With prompting and support, generate research questions related to a given topic.1.R.1.A

Locate and collect information related to the given topic from pictures, texts, people, or provided sources. 1.R.1.B

Use templates to organize the information collected (e.g., charts, graphs).1.R.1.C

Use drawing, writing, or dictation to record facts and information collected from research. 1.R.1.D

In small or large group settings, informally share recorded information collected from research.1.R.1.E