Arkansas English Language Arts Standards (adopted in 2023): Grade 1
Skills available for Arkansas Grade 1 language arts standards
Strand
Print skill plan
FR
Foundational Reading
Phonemic Awareness: Phonemic awareness is the ability to identify and manipulate individual sounds in spoken words.
1.FR.1.PA Blend three to five sounds in one-syllable words (e.g., /s/ /i/ /p/ to sip; /s/ /l/ /i/ /p/ to slip; /s/ /i/ /f/ /t/ to sift; /b/ /l/ /a/ /s/ /t/ to blast).
1.FR.1.PA Blend three to five sounds in one-syllable words (e.g., /s/ /i/ /p/ to sip; /s/ /l/ /i/ /p/ to slip; /s/ /i/ /f/ /t/ to sift; /b/ /l/ /a/ /s/ /t/ to blast).
1.FR.2.PA Segment the sounds in one-syllable words (e.g., sip to /s/ /i/ /p/; slip to /s/ /l/ /i/ /p/; sift to /s/ /i/ /f/ /t/; blast to /b/ /l/ /a/ /s/ /t/).
Segment sounds
Manipulate sounds
1.FR.2.PA Segment the sounds in one-syllable words (e.g., sip to /s/ /i/ /p/; slip to /s/ /l/ /i/ /p/; sift to /s/ /i/ /f/ /t/; blast to /b/ /l/ /a/ /s/ /t/).
Segment sounds
Manipulate sounds
1.FR.3.PA Distinguish between sounds based on place of articulation (where in the mouth it is produced) and manner of articulation (voicing and air flow) (e.g., /p/ vs. /b/; /ch/ vs. /j/).
1.FR.3.PA Distinguish between sounds based on place of articulation (where in the mouth it is produced) and manner of articulation (voicing and air flow) (e.g., /p/ vs. /b/; /ch/ vs. /j/).
Phonics Decoding (Word Reading): Phonics Decoding is the process of transforming graphemes (letter or letter combinations that stand for one sound) into phonemes (sounds) and then blending the sounds to form words with recognizable meanings.
1.FR.4.PD Decode one-syllable words with consonant clusters and predictable vowel patterns (e.g., blast, spell, dry, flake, star, swerve).
Consonant blends
Short and long vowels
Decodable texts
Silent e
R-controlled vowel words
1.FR.4.PD Decode one-syllable words with consonant clusters and predictable vowel patterns (e.g., blast, spell, dry, flake, star, swerve).
Consonant blends
Short and long vowels
Decodable texts
Silent e
R-controlled vowel words
1.FR.5.PD Decode one-syllable words with consonant digraphs (e.g., sh, th, ch, wh, ng, ck) and trigraphs (e.g., tch, dge) with predictable vowel patterns (e.g., shy, chart, shave, thick, white, bring, catch, fudge).
1.FR.5.PD Decode one-syllable words with consonant digraphs (e.g., sh, th, ch, wh, ng, ck) and trigraphs (e.g., tch, dge) with predictable vowel patterns (e.g., shy, chart, shave, thick, white, bring, catch, fudge).
1.FR.6.PD Decode one-syllable words with common vowel teams (e.g., rain, play; seed, beach; high, pie; boat, snow, toe; book; new, moon).
1.FR.6.PD Decode one-syllable words with common vowel teams (e.g., rain, play; seed, beach; high, pie; boat, snow, toe; book; new, moon).
1.FR.7.PD Decode one-syllable words with diphthongs (e.g., oi, oy, ou, ow).
1.FR.7.PD Decode one-syllable words with diphthongs (e.g., oi, oy, ou, ow).
1.FR.8.PD Decode one-syllable words containing multiple sounds of s (e.g., sock, is).
1.FR.8.PD Decode one-syllable words containing multiple sounds of s (e.g., sock, is).
1.FR.9.PD Decode two-syllable base words with grade level letter-sound correspondences (e.g., napkin, cupcake, poodle, super).
1.FR.9.PD Decode two-syllable base words with grade level letter-sound correspondences (e.g., napkin, cupcake, poodle, super).
1.FR.10.PD Read high-frequency words.
1.FR.10.PD Read high-frequency words.
1.FR.11.PD Decode words with inflectional suffixes (e.g., -ed, -ing, -s/es, -er).
1.FR.11.PD Decode words with inflectional suffixes (e.g., -ed, -ing, -s/es, -er).
Phonics Encoding (Word Writing): Phonics Encoding is the process of translating a spoken word or sound into a written symbol to create words with recognizable meanings.
1.FR.12.PE Encode one-syllable words with consonant clusters and short vowel patterns (e.g., flat, drift, quit, stand, frost, sprint, strap).
1.FR.12.PE Encode one-syllable words with consonant clusters and short vowel patterns (e.g., flat, drift, quit, stand, frost, sprint, strap).
1.FR.13.PE Encode one-syllable words with consonant digraphs and short vowel patterns (e.g., with, flash, chick, shaft, song).
1.FR.13.PE Encode one-syllable words with consonant digraphs and short vowel patterns (e.g., with, flash, chick, shaft, song).
1.FR.14.PE Encode one-syllable words with double-letter endings (e.g., fill, pass, buzz).
1.FR.14.PE Encode one-syllable words with double-letter endings (e.g., fill, pass, buzz).
1.FR.15.PE Encode one-syllable words containing single consonants with multiple spellings for /z/ and /k/ (e.g., is, nose, zip; kite, cat, luck).
1.FR.15.PE Encode one-syllable words containing single consonants with multiple spellings for /z/ and /k/ (e.g., is, nose, zip; kite, cat, luck).
1.FR.16.PE Encode final /v/ with -ve (e.g., give, love, have, five, solve, swerve).
1.FR.16.PE Encode final /v/ with -ve (e.g., give, love, have, five, solve, swerve).
1.FR.17.PE Encode one-syllable words with initial or medial VCe patterns (e.g., use, lake, slime, choke, these).
1.FR.17.PE Encode one-syllable words with initial or medial VCe patterns (e.g., use, lake, slime, choke, these).
1.FR.18.PE Encode one-syllable words with predictable vowel-r patterns (e.g., shark, fork, her).
1.FR.18.PE Encode one-syllable words with predictable vowel-r patterns (e.g., shark, fork, her).
1.FR.19.PE Encode one-syllable words with the most common spellings for final long vowel sounds (e.g., say, play, cry, why, tree, snow).
1.FR.19.PE Encode one-syllable words with the most common spellings for final long vowel sounds (e.g., say, play, cry, why, tree, snow).
1.FR.20.PE Encode words phonetically, drawing on knowledge of sound-letter relationships.
Short vowels
Long vowels
Vowel teams
1.FR.20.PE Encode words phonetically, drawing on knowledge of sound-letter relationships.
Short vowels
Long vowels
Vowel teams
1.FR.21.PE Encode words with inflectional suffixes that do not require a spelling change (e.g., jumps, jumped, jumping).
1.FR.21.PE Encode words with inflectional suffixes that do not require a spelling change (e.g., jumps, jumped, jumping).
Handwriting: Handwriting is writing done by hand, using a pencil, pen, digital stylus, or another instrument.
1.FR.22.H Form upper and lowercase manuscript letters and numerals correctly with proportion, line awareness, and spacing (between words and letters).
1.FR.22.H Form upper and lowercase manuscript letters and numerals correctly with proportion, line awareness, and spacing (between words and letters).
1.FR.23.H Produce manuscript writing with accuracy and automaticity.
1.FR.23.H Produce manuscript writing with accuracy and automaticity.
Fluency: Fluency is the ability to perform a task with automaticity, correctly and at an appropriate rate.
1.RF.24.F Orally read texts with accuracy, automaticity, and expression at an appropriate rate to support comprehension, self-correcting as necessary.
Read-alone literary texts
Read-alone informational texts
1.RF.24.F Orally read texts with accuracy, automaticity, and expression at an appropriate rate to support comprehension, self-correcting as necessary.
Read-alone literary texts
Read-alone informational texts
RC
Reading Comprehension
Reading Fundamentals: Reading Fundamentals includes skills that can be applied to literary and informational texts.
1.RC.1.RF Ask questions about key details in a text.
1.RC.1.RF Ask questions about key details in a text.
1.RC.2.RF Answer questions about key details in a text.
Main idea
Setting and character
Read-along literary texts
Decodable texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
1.RC.2.RF Answer questions about key details in a text.
Main idea
Setting and character
Read-along literary texts
Decodable texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
1.RC.3.RF Retell (orally or in writing) a text read aloud, including main idea and key details to demonstrate understanding of the central message or topic.
Sequence
Read-along texts
1.RC.3.RF Retell (orally or in writing) a text read aloud, including main idea and key details to demonstrate understanding of the central message or topic.
Sequence
Read-along texts
1.RC.4.RF Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
Categories
Synonyms and antonyms
Multiple-meaning words
Shades of meaning
1.RC.4.RF Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
Categories
Synonyms and antonyms
Multiple-meaning words
Shades of meaning
1.RC.5.RF Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.
1.RC.5.RF Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.
1.RC.6.RF Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.
Read-along literary texts
Decodable texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
1.RC.6.RF Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.
Read-along literary texts
Decodable texts
Read-alone literary texts
Read-along informational texts
Read-alone informational texts
Reading Literature: Reading Literature includes skills that are specific to literature.
1.RC.7.RL Describe the major characters and settings in a text.
1.RC.7.RL Describe the major characters and settings in a text.
1.RC.8.RL Describe the settings (when and where) and events in a text.
1.RC.8.RL Describe the settings (when and where) and events in a text.
1.RC.9.RL Compare and contrast the adventures and experiences of characters in texts.
1.RC.9.RL Compare and contrast the adventures and experiences of characters in texts.
1.RC.10.RL Explain how visual images support a text by clarifying story elements (settings, characters, and events).
Inference and analysis
Sequence
Setting and characters
Read-along texts
1.RC.10.RL Explain how visual images support a text by clarifying story elements (settings, characters, and events).
Inference and analysis
Sequence
Setting and characters
Read-along texts
1.RC.11.RL Identify the narrator at various points in a text.
1.RC.11.RL Identify the narrator at various points in a text.
1.RC.12.RL Identify major differences between types of text and text features (e.g., title, author, illustrator, bold font, italics).
1.RC.12.RL Identify major differences between types of text and text features (e.g., title, author, illustrator, bold font, italics).
Reading Information: Reading Information includes skills that are specific to non-fiction texts.
1.RC.13.RI Identify reasons an author provides to support the main points in a text.
1.RC.13.RI Identify reasons an author provides to support the main points in a text.
1.RC.14.RI Compare and contrast two texts on the same topic.
1.RC.14.RI Compare and contrast two texts on the same topic.
1.RC.15.RI Identify text elements (e.g., title, captions, photographs, diagrams, descriptions) in an informational text.
1.RC.15.RI Identify text elements (e.g., title, captions, photographs, diagrams, descriptions) in an informational text.
1.RC.16.RI Use text features (e.g., title, author, illustrator, table of contents, bold font, italics) to locate key facts and information.
1.RC.16.RI Use text features (e.g., title, author, illustrator, table of contents, bold font, italics) to locate key facts and information.
1.RC.17.RI Explain how visual images (e.g., charts, graphs, illustrations) support a text by clarifying or providing key details.
1.RC.17.RI Explain how visual images (e.g., charts, graphs, illustrations) support a text by clarifying or providing key details.
1.RC.18.RI Identify the author's purpose of a text.
1.RC.18.RI Identify the author's purpose of a text.
V
Vocabulary
Vocabulary: Vocabulary includes understanding and using words to communicate effectively.
1.V.1 Determine or clarify the meaning of words and phrases in texts read aloud.
1.V.1 Determine or clarify the meaning of words and phrases in texts read aloud.
1.V.2 Use sentence-level clues to identify the meaning of words or phrases.
1.V.2 Use sentence-level clues to identify the meaning of words or phrases.
1.V.3 Sort and categorize words by concepts.
1.V.3 Sort and categorize words by concepts.
1.V.4 Distinguish shades of meaning among adjectives differing in intensity/degree (e.g., scared, afraid, terrified, horrified).
1.V.4 Distinguish shades of meaning among adjectives differing in intensity/degree (e.g., scared, afraid, terrified, horrified).
1.V.5 Use base words and their inflectional forms (e.g., look, looks, looking) and common prefixes and suffixes (e.g., re-, pre-, -ful, -less) as clues to meaning.
1.V.5 Use base words and their inflectional forms (e.g., look, looks, looking) and common prefixes and suffixes (e.g., re-, pre-, -ful, -less) as clues to meaning.
W
Writing
Style: Writing style includes different types of writing for different purposes.
1.W.1.S Write an opinion piece about a topic or text, including at least one supporting reason.
1.W.1.S Write an opinion piece about a topic or text, including at least one supporting reason.
1.W.2.S Write an informative or explanatory piece about a topic, using facts from a source.
1.W.2.S Write an informative or explanatory piece about a topic, using facts from a source.
1.W.3.S Write a narrative, using a logical sequence of events.
1.W.3.S Write a narrative, using a logical sequence of events.
Production: Writing production includes volume and clarity of writing, the writing process, and research.
1.W.4.P Produce clear and coherent writing, using precise language, relevant details, and grade-appropriate conventions.
Shades of meaning
Descriptive details
Complete sentences
Subject and predicate
Regular plurals
Irregular plurals
Pronouns
Possessives
Subject-verb agreement
Regular past tense
To be and to have verbs
Articles
Adjectives
Prepositions
Linking words
Capitalization
Commas
Sentence type
1.W.4.P Produce clear and coherent writing, using precise language, relevant details, and grade-appropriate conventions.
Shades of meaning
Descriptive details
Complete sentences
Subject and predicate
Regular plurals
Irregular plurals
Pronouns
Possessives
Subject-verb agreement
Regular past tense
To be and to have verbs
Articles
Adjectives
Prepositions
Linking words
Capitalization
Commas
Sentence type
1.W.5.P Organize writing to include a sense of closure.
1.W.5.P Organize writing to include a sense of closure.
1.W.6.P Use transitional words to connect ideas.
1.W.6.P Use transitional words to connect ideas.
1.W.7.P Revise writing to expand simple sentences by adding details as appropriate.
1.W.7.P Revise writing to expand simple sentences by adding details as appropriate.
1.W.8.P Edit writing to include K-1 language conventions for publishing.
Complete sentences
Capitalization
Commas
End punctuation
1.W.8.P Edit writing to include K-1 language conventions for publishing.
Complete sentences
Capitalization
Commas
End punctuation
1.W.9.P Participate in teacher-led research projects and gather information from experiences and/or provided sources to produce a response.
1.W.9.P Participate in teacher-led research projects and gather information from experiences and/or provided sources to produce a response.
L
Language
Structures: Language structure involves correct use of parts of speech and creating sentences in speaking and writing, including how the arrangement of words within sentences impacts the meaning.
1.L.1.S Use concrete nouns.
1.L.1.S Use concrete nouns.
1.L.2.S Use proper nouns.
1.L.2.S Use proper nouns.
1.L.3.S Use irregular plural nouns (e.g., children, mice).
1.L.3.S Use irregular plural nouns (e.g., children, mice).
1.L.4.S Use singular possessive common and proper nouns.
1.L.4.S Use singular possessive common and proper nouns.
1.L.5.S Use personal pronouns.
1.L.5.S Use personal pronouns.
1.L.6.S Use pronoun/antecedent agreement.
1.L.6.S Use pronoun/antecedent agreement.
1.L.7.S Use common adjectives.
1.L.7.S Use common adjectives.
1.L.8.S Use article adjectives (a, an, the).
1.L.8.S Use article adjectives (a, an, the).
1.L.9.S Use regular past, present, and future tense verbs.
Past tense
Present tense
Future tense
Order sentences
1.L.9.S Use regular past, present, and future tense verbs.
Past tense
Present tense
Future tense
Order sentences
1.L.10.S Use singular and plural nouns with verbs that agree in basic sentences (e.g., He hops. We hop.).
Singular and plural nouns
Subject-verb agreement
1.L.10.S Use singular and plural nouns with verbs that agree in basic sentences (e.g., He hops. We hop.).
Singular and plural nouns
Subject-verb agreement
1.L.11.S Use conjunctions (and, but, or).
1.L.11.S Use conjunctions (and, but, or).
1.L.12.S Produce and expand simple sentences independently, using simple and compound subjects and predicates.
Complete sentences
Combine subjects and predicates
1.L.12.S Produce and expand simple sentences independently, using simple and compound subjects and predicates.
Complete sentences
Combine subjects and predicates
Conventions: Conventions involve the correct use of mechanics in writing.
1.L.13.C Capitalize the first word in a sentence.
1.L.13.C Capitalize the first word in a sentence.
1.L.14.C Capitalize the pronoun "I."
1.L.14.C Capitalize the pronoun "I."
1.L.15.C Capitalize dates.
1.L.15.C Capitalize dates.
1.L.16.C Capitalize names of people.
1.L.16.C Capitalize names of people.
1.L.17.C Use all end punctuation marks.
1.L.17.C Use all end punctuation marks.
1.L.18.C Use commas in dates.
1.L.18.C Use commas in dates.