K-12 ELA Standards: Grade 1
Skills available for Georgia first-grade language arts standards
Domain
Print skill plan
F
Foundations
Students develop the ability to identify and produce the sound structures of spoken language and how they can be divided into smaller components and manipulated.
K-1.F.PA.4 Identify and manipulate syllables in spoken words.
K-1.F.PA.4 Identify and manipulate syllables in spoken words.
1.F.PA.4.d: Add, delete, and substitute syllables in spoken words.
1.F.PA.4.d: Add, delete, and substitute syllables in spoken words.
K-1.F.PA.5 Blend and segment onsets and rimes in spoken words.
K-1.F.PA.5 Blend and segment onsets and rimes in spoken words.
1.F.PA.5.a: Blend onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions.
Blend individual phonemes
Consonant blends
1.F.PA.5.a: Blend onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions.
Blend individual phonemes
Consonant blends
1.F.PA.5.b: Segment onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions.
1.F.PA.5.b: Segment onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions.
K-1.F.PA.6 Identify and manipulate the individual sounds in spoken words.
K-1.F.PA.6 Identify and manipulate the individual sounds in spoken words.
1.F.PA.6.a: Isolate and pronounce initial, medial, and final sounds in spoken one-syllable words, including words with digraphs and blends.
Initial and final sounds
Medial vowel sounds
1.F.PA.6.a: Isolate and pronounce initial, medial, and final sounds in spoken one-syllable words, including words with digraphs and blends.
Initial and final sounds
Medial vowel sounds
1.F.PA.6.b: Distinguish between short and long vowel sounds in spoken one-syllable words.
1.F.PA.6.b: Distinguish between short and long vowel sounds in spoken one-syllable words.
1.F.PA.6.c: Blend and segment up to five phonemes, including consonant blends and digraphs, in spoken words.
Blend and segment
Consonant blends
Initial sounds
Medial sounds
Initial and final digraphs
1.F.PA.6.c: Blend and segment up to five phonemes, including consonant blends and digraphs, in spoken words.
Blend and segment
Consonant blends
Initial sounds
Medial sounds
Initial and final digraphs
1.F.PA.6.d: Add, delete, and substitute phonemes in spoken one-syllable words with three or more phonemes.
1.F.PA.6.d: Add, delete, and substitute phonemes in spoken one-syllable words with three or more phonemes.
Students learn the relationships between the sounds of spoken language and the letters of written language as they decode and encode words in context and in isolation.
K-2.F.P.1 Identify and produce phoneme-grapheme correspondences.
K-2.F.P.1 Identify and produce phoneme-grapheme correspondences.
1.F.P.1.a: Identify and produce phoneme-grapheme correspondences for frequently used consonant blends and digraphs.
Consonant blends
Digraphs
1.F.P.1.a: Identify and produce phoneme-grapheme correspondences for frequently used consonant blends and digraphs.
Consonant blends
Digraphs
1.F.P.1.b: Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e and vowel digraphs.
Short vowels
Short and long vowels
Silent e
Vowel teams
Short and long vowel patterns
Diphthongs
1.F.P.1.b: Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e and vowel digraphs.
Short vowels
Short and long vowels
Silent e
Vowel teams
Short and long vowel patterns
Diphthongs
K-2.F.P.2 Use grade-level phonics skills to decode words in context and in isolation.
K-2.F.P.2 Use grade-level phonics skills to decode words in context and in isolation.
1.F.P.2.a: Decode regularly spelled one-syllable words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CCVCC), including high-frequency words.
Short vowel words
Short vowel sentences
Short vowel texts
Long vowel words
Long vowel sentences
Long vowel texts
Short and long vowels
R-controlled vowels
Diphthongs
1.F.P.2.a: Decode regularly spelled one-syllable words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CCVCC), including high-frequency words.
Short vowel words
Short vowel sentences
Short vowel texts
Long vowel words
Long vowel sentences
Long vowel texts
Short and long vowels
R-controlled vowels
Diphthongs
1.F.P.2.b: Identify and decode parts of irregularly spelled words, including high-frequency words.
1.F.P.2.b: Identify and decode parts of irregularly spelled words, including high-frequency words.
1.F.P.2.c: Decode one-syllable nonsense words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC).
1.F.P.2.c: Decode one-syllable nonsense words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC).
1.F.P.2.d: Decode two-syllable words with basic patterns by applying knowledge of basic syllable types.
1.F.P.2.d: Decode two-syllable words with basic patterns by applying knowledge of basic syllable types.
K-2.F.P.3 Use grade-level phonics skills to encode words in context and in isolation.
K-2.F.P.3 Use grade-level phonics skills to encode words in context and in isolation.
1.F.P.3.a: Encode regularly spelled one-syllable words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC), including high-frequency words.
Consonants
Consonant blends and digraphs
Short and long vowels
R-controlled vowels
1.F.P.3.a: Encode regularly spelled one-syllable words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC), including high-frequency words.
Consonants
Consonant blends and digraphs
Short and long vowels
R-controlled vowels
1.F.P.3.b: Identify and encode irregularly spelled words, including high-frequency words.
1.F.P.3.b: Identify and encode irregularly spelled words, including high-frequency words.
1.F.P.3.c: Encode one-syllable nonsense words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC).
1.F.P.3.c: Encode one-syllable nonsense words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC).
1.F.P.3.d: Encode two-syllable words with basic patterns by applying knowledge of basic syllable types.
1.F.P.3.d: Encode two-syllable words with basic patterns by applying knowledge of basic syllable types.
Students read text aloud or silently with speed, accuracy, and expression.
K-2.F.F.1 Demonstrate oral and silent reading fluency while reading texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension.
K-2.F.F.1 Demonstrate oral and silent reading fluency while reading texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension.
1.F.F.1.a: Increase sight word vocabulary using decoding skills by reading grade-appropriate regularly and irregularly spelled words, including high-frequency words, in isolation and context with increasing automaticity.
Read sight words
Review sight words
1.F.F.1.a: Increase sight word vocabulary using decoding skills by reading grade-appropriate regularly and irregularly spelled words, including high-frequency words, in isolation and context with increasing automaticity.
Read sight words
Review sight words
1.F.F.1.b: Read a wide range of grade-level texts aloud with increasing accuracy.
1.F.F.1.b: Read a wide range of grade-level texts aloud with increasing accuracy.
1.F.F.1.c: Read a wide range of grade-level texts aloud with appropriate prosody (phrasing, expression, juncture/pause, and intonation) to demonstrate understanding.
Read-alone literary texts
Read-alone informational texts
1.F.F.1.c: Read a wide range of grade-level texts aloud with appropriate prosody (phrasing, expression, juncture/pause, and intonation) to demonstrate understanding.
Read-alone literary texts
Read-alone informational texts
1.F.F.1.d: Self-correct while reading text (silently or aloud) to improve comprehension and fluency, rereading as necessary.
Sentences
Passages
1.F.F.1.d: Self-correct while reading text (silently or aloud) to improve comprehension and fluency, rereading as necessary.
Sentences
Passages
Students develop print handwriting skills.
K-2.F.H.1 Use fine motor skills to form legible letters and words in print.
K-2.F.H.1 Use fine motor skills to form legible letters and words in print.
1.F.H.1.a: Form all uppercase and lowercase letters and words with accuracy and consistency.
1.F.H.1.a: Form all uppercase and lowercase letters and words with accuracy and consistency.
1.F.H.1.b: Form words with accuracy and consistency.
1.F.H.1.b: Form words with accuracy and consistency.
1.F.H.1.c: Use appropriate spacing between letters, words, and sentences across lines on a page.
1.F.H.1.c: Use appropriate spacing between letters, words, and sentences across lines on a page.
K-2.F.H.2 Use working memory to transcribe oral language to written text and maintain meaning while writing letters, words, and sentences quickly and accurately.
K-2.F.H.2 Use working memory to transcribe oral language to written text and maintain meaning while writing letters, words, and sentences quickly and accurately.
1.F.H.2.a: Perform basic transcription skills.
1.F.H.2.a: Perform basic transcription skills.
1.F.H.2.b: Build handwriting fluency by forming accurate letters and words with increasing speed.
1.F.H.2.b: Build handwriting fluency by forming accurate letters and words with increasing speed.
L
Language
Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts.
K-2.L.GC.1 Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension of texts and to communicate clearly in written and spoken language.
Sentence types
Complete sentences
Question words
Nouns
Possessive pronouns
Personal pronouns
Verbs
To be verbs
Verb tense
Articles
Adjectives
Prepositions
Conjunctions
Apostrophes
Capitalization
Commas
K-2.L.GC.1 Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension of texts and to communicate clearly in written and spoken language.
Sentence types
Complete sentences
Question words
Nouns
Possessive pronouns
Personal pronouns
Verbs
To be verbs
Verb tense
Articles
Adjectives
Prepositions
Conjunctions
Apostrophes
Capitalization
Commas
K-2.L.GC.2 Recognize and compose coherent sentences that express complete thoughts.
K-2.L.GC.2 Recognize and compose coherent sentences that express complete thoughts.
1.L.GC.2.a: Distinguish between complete and incomplete simple sentences, and identify the sentence type (i.e., declarative, imperative, interrogative, and exclamatory).
Sentence types
Complete sentences
1.L.GC.2.a: Distinguish between complete and incomplete simple sentences, and identify the sentence type (i.e., declarative, imperative, interrogative, and exclamatory).
Sentence types
Complete sentences
1.L.GC.2.b: Use a variety of simple sentences (including a variety of sentence types) to develop clarity in written texts.
1.L.GC.2.b: Use a variety of simple sentences (including a variety of sentence types) to develop clarity in written texts.
1.L.GC.2.c: Use singular and plural subjects with matching verbs.
Singular and plural nouns
Subject-verb agreement
1.L.GC.2.c: Use singular and plural subjects with matching verbs.
Singular and plural nouns
Subject-verb agreement
1.L.GC.2.d: With adult support, use adjectives or adverbs to add details or clarify meaning.
Adjectives
Adverbs
1.L.GC.2.d: With adult support, use adjectives or adverbs to add details or clarify meaning.
Adjectives
Adverbs
Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases.
K-2.L.V.1 Acquire and use general, academic, and specialized vocabulary words and phrases in a variety of settings.
K-2.L.V.1 Acquire and use general, academic, and specialized vocabulary words and phrases in a variety of settings.
1.L.V.1.a: Acquire and apply general, academic, and specialized vocabulary words and phrases through grade-level texts and content.
1.L.V.1.a: Acquire and apply general, academic, and specialized vocabulary words and phrases through grade-level texts and content.
1.L.V.1.b: Use grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings.
1.L.V.1.b: Use grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings.
K-2.L.V.2 Acquire and apply word analysis skills to deconstruct and construct words to make meaning.
K-2.L.V.2 Acquire and apply word analysis skills to deconstruct and construct words to make meaning.
1.L.V.2.a: Identify frequently occurring root words (e.g., look) and inflectional endings used to form and comprehend new words (e.g., looks, looked, looking).
1.L.V.2.a: Identify frequently occurring root words (e.g., look) and inflectional endings used to form and comprehend new words (e.g., looks, looked, looking).
1.L.V.2.c: Construct words using frequently occurring roots words and inflectional endings.
1.L.V.2.c: Construct words using frequently occurring roots words and inflectional endings.
K-2.L.V.3 Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes.
K-2.L.V.3 Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes.
1.L.V.3.a: Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases.
1.L.V.3.a: Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases.
1.L.V.3.b: Identify the relationship between words and their synonyms and antonyms.
1.L.V.3.b: Identify the relationship between words and their synonyms and antonyms.
1.L.V.3.c: Distinguish shades of meaning among verbs that describe the same general action (e.g., walk, march, strut, prance).
1.L.V.3.c: Distinguish shades of meaning among verbs that describe the same general action (e.g., walk, march, strut, prance).
1.L.V.3.d: With teacher support, use a picture dictionary or digital resource to clarify the meaning of unknown words and phrases.
1.L.V.3.d: With teacher support, use a picture dictionary or digital resource to clarify the meaning of unknown words and phrases.
1.L.V.3.e: Use knowledge of word relationships and learned vocabulary words and phrases when making word choices in speaking and writing.
Categories
Synonyms and antonyms
Multiple-meaning words
Shades of meaning
1.L.V.3.e: Use knowledge of word relationships and learned vocabulary words and phrases when making word choices in speaking and writing.
Categories
Synonyms and antonyms
Multiple-meaning words
Shades of meaning
T
Texts
Students explore the relationships and roles of authors, purposes, and audiences of texts.
K-2.T.C.1 Explain how authors of texts use language for a specific purpose and a target audience.
K-2.T.C.1 Explain how authors of texts use language for a specific purpose and a target audience.
1.T.C.1.a: Identify the general purpose (e.g., to tell stories, to provide information, to share opinions, to explain ideas) and target audience in a variety of texts.
1.T.C.1.a: Identify the general purpose (e.g., to tell stories, to provide information, to share opinions, to explain ideas) and target audience in a variety of texts.
1.T.C.1.b: Identify different modes of communication: print, digital, auditory, and visual.
1.T.C.1.b: Identify different modes of communication: print, digital, auditory, and visual.
1.T.C.1.c: Create texts in teacher-selected modes (e.g., print, digital, auditory, and/or visual).
1.T.C.1.c: Create texts in teacher-selected modes (e.g., print, digital, auditory, and/or visual).
K-2.T.C.2 Investigate the relationships between authors and speakers in texts.
K-2.T.C.2 Investigate the relationships between authors and speakers in texts.
1.T.C.2.a: Identify who is speaking or telling the story at various points in a text.
1.T.C.2.a: Identify who is speaking or telling the story at various points in a text.
Students build and apply knowledge about language and organizational structures and elements used to convey and arrange ideas and information in texts.
K-2.T.SS.1 Identify and use organizational structures to craft meaning.
K-2.T.SS.1 Identify and use organizational structures to craft meaning.
1.T.SS.1.a: Identify and use various text features (e.g., diagrams, tables of contents) to locate information and make meaning in texts.
1.T.SS.1.a: Identify and use various text features (e.g., diagrams, tables of contents) to locate information and make meaning in texts.
1.T.SS.1.b: Use text features (e.g., illustrations, page numbers, bold print, headings) to add clarity and meaning to texts.
1.T.SS.1.b: Use text features (e.g., illustrations, page numbers, bold print, headings) to add clarity and meaning to texts.
1.T.SS.1.c: Use transition words or phrases, such as once upon a time, next, and last to sequence events and actions.
1.T.SS.1.c: Use transition words or phrases, such as once upon a time, next, and last to sequence events and actions.
K-2.T.SS.2 Identify and use descriptive and engaging language.
K-2.T.SS.2 Identify and use descriptive and engaging language.
1.T.SS.2.a: Identify and explain the use of descriptive words in texts.
1.T.SS.2.a: Identify and explain the use of descriptive words in texts.
1.T.SS.2.b: Use descriptive words to craft engaging texts.
1.T.SS.2.b: Use descriptive words to craft engaging texts.
Students identify and use narrative, expository, opinion, and poetic techniques as they interpret and construct a variety of texts.
K-2.T.T.1 Identify and use narrative techniques to shape understanding.
Read-along literary texts
Read-alone literary texts
K-2.T.T.1 Identify and use narrative techniques to shape understanding.
Read-along literary texts
Read-alone literary texts
1.T.T.1.a: Identify techniques used to craft stories, including characters, setting, major events, and dialogue.
1.T.T.1.a: Identify techniques used to craft stories, including characters, setting, major events, and dialogue.
1.T.T.1.b: Identify a simple plot with a problem and solution.
1.T.T.1.b: Identify a simple plot with a problem and solution.
1.T.T.1.c: Describe traits of the main characters and explain how their words and actions support the central message, lesson, or moral of the story.
1.T.T.1.c: Describe traits of the main characters and explain how their words and actions support the central message, lesson, or moral of the story.
1.T.T.1.d: With adult support, compare and contrast characters and their experiences in stories across diverse cultures.
1.T.T.1.d: With adult support, compare and contrast characters and their experiences in stories across diverse cultures.
1.T.T.1.e: Use knowledge of narrative techniques (e.g., characters, settings, events) to create texts that share real or imagined experiences and events with a sense of closure.
1.T.T.1.e: Use knowledge of narrative techniques (e.g., characters, settings, events) to create texts that share real or imagined experiences and events with a sense of closure.
K-2.T.T.2 Identify and use expository techniques to shape understanding.
Read-along informational texts
Read-alone informational texts
K-2.T.T.2 Identify and use expository techniques to shape understanding.
Read-along informational texts
Read-alone informational texts
1.T.T.2.a: Identify techniques used to craft expository texts, including main topic and supporting details.
1.T.T.2.a: Identify techniques used to craft expository texts, including main topic and supporting details.
1.T.T.2.b: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
1.T.T.2.b: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
1.T.T.2.d: Use knowledge of expository techniques to introduce a topic, supply facts about the topic, and provide a sense of closure.
1.T.T.2.d: Use knowledge of expository techniques to introduce a topic, supply facts about the topic, and provide a sense of closure.
K-2.T.T.3 Identify and use opinion techniques to shape understanding.
K-2.T.T.3 Identify and use opinion techniques to shape understanding.
1.T.T.3.a: Identify techniques used to craft opinion texts, including the author's opinion and supporting reasons.
1.T.T.3.a: Identify techniques used to craft opinion texts, including the author's opinion and supporting reasons.
1.T.T.3.c: Use knowledge of opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, and provides two or more reasons to support the opinion with linking words and and because.
Facts and opinions
Opinions, reasons and examples
Linking words
1.T.T.3.c: Use knowledge of opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, and provides two or more reasons to support the opinion with linking words and and because.
Facts and opinions
Opinions, reasons and examples
Linking words
K-2.T.T.4 Identify and use poetic techniques to shape understanding.
K-2.T.T.4 Identify and use poetic techniques to shape understanding.
1.T.T.4.a: Identify and describe poetic techniques used to craft texts, including rhyme, alliteration, and repeated lines.
1.T.T.4.a: Identify and describe poetic techniques used to craft texts, including rhyme, alliteration, and repeated lines.
1.T.T.4.b: Use poetic techniques to create poems using simple words and/or phrases that may or may not rhyme.
1.T.T.4.b: Use poetic techniques to create poems using simple words and/or phrases that may or may not rhyme.
Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics.
K-2.RA.1 Conduct research to ask and answer questions that clarify, deepen, and extend understanding of a topic of interest using credible sources and communicating relevant and accurate information.
K-2.RA.1 Conduct research to ask and answer questions that clarify, deepen, and extend understanding of a topic of interest using credible sources and communicating relevant and accurate information.
1.T.RA.1.a: Ask questions about topics of interest for research.
1.T.RA.1.a: Ask questions about topics of interest for research.
1.T.RA.1.b: Work collaboratively or individually to conduct research on a shared or personal topic of interest by gathering and organizing information from provided sources (including print, digital, and personal communication) using graphic organizers or other support aids.
1.T.RA.1.b: Work collaboratively or individually to conduct research on a shared or personal topic of interest by gathering and organizing information from provided sources (including print, digital, and personal communication) using graphic organizers or other support aids.
1.T.RA.1.c: Share relevant and accurate information through a variety of different modes.
1.T.RA.1.c: Share relevant and accurate information through a variety of different modes.
K-2.RA.2 Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics.
K-2.RA.2 Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics.
1.T.RA.2.a: Refer to parts of texts when supporting an idea, answer, or opinion.
1.T.RA.2.a: Refer to parts of texts when supporting an idea, answer, or opinion.
1.T.RA.2.b: Explore various sources of information, including print, digital, and personal communication.
1.T.RA.2.b: Explore various sources of information, including print, digital, and personal communication.