Virginia Standards of Learning (adopted in 2024): Grade 1
Skills available for Virginia first-grade language arts standards
Strand
Print skill plan
Foundations for Reading
1.FFR.2 Phonological and Phonemic Awareness: The student will orally identify and produce various phonemes (individual sounds) within words to develop phonemic awareness in support of decoding (reading) and encoding (spelling).
1.FFR.2.A Isolate sounds in four and five phoneme words.
1.FFR.2.A Isolate sounds in four and five phoneme words.
1.FFR.2.B Demonstrate ability to blend words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch, wh) and consonant blends (e.g., fr, st, bl).
1.FFR.2.B Demonstrate ability to blend words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch, wh) and consonant blends (e.g., fr, st, bl).
1.FFR.2.C Demonstrate the ability to segment words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch) and consonant blends (e.g., fr, st, bl).
1.FFR.2.C Demonstrate the ability to segment words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch) and consonant blends (e.g., fr, st, bl).
1.FFR.3 Phonics and Word Analysis: The student will apply phonetic principles to read and spell words.
1.FFR.3.A Decode and encode words with short vowels to include blends with digraphs, closed syllables (CVC, CCVC, CVCC, CCVCC).
Short a
Short e
Short i
Short o
Short u
Short vowel words
Digraphs
Consonant blends
1.FFR.3.A Decode and encode words with short vowels to include blends with digraphs, closed syllables (CVC, CCVC, CVCC, CCVCC).
Short a
Short e
Short i
Short o
Short u
Short vowel words
Digraphs
Consonant blends
1.FFR.3.B Decode and encode words with long vowels, open syllables, (CV, CCV) and vowel-consonant-e (CVCE, CCVCE).
Short and long vowels
Vowel-consonant-e
1.FFR.3.B Decode and encode words with long vowels, open syllables, (CV, CCV) and vowel-consonant-e (CVCE, CCVCE).
Short and long vowels
Vowel-consonant-e
1.FFR.3.C Use letter-sound correspondences to decode words containing common vowel teams and r-controlled vowels.
Vowel teams
R-controlled vowels
Short and long vowels
1.FFR.3.C Use letter-sound correspondences to decode words containing common vowel teams and r-controlled vowels.
Vowel teams
R-controlled vowels
Short and long vowels
1.FFR.3.D Decode multisyllabic words following basic patterns by breaking the words into syllables.
1.FFR.3.D Decode multisyllabic words following basic patterns by breaking the words into syllables.
1.FFR.3.E Read grade-level high-frequency words, including decodable and irregular words with automaticity and accuracy.
1.FFR.3.E Read grade-level high-frequency words, including decodable and irregular words with automaticity and accuracy.
1.FFR.3.F Write grade-level high-frequency words with automaticity and accuracy.
1.FFR.3.F Write grade-level high-frequency words with automaticity and accuracy.
Developing Skilled Readers and Building Reading Stamina
1.DSR The student will build knowledge and comprehension skills from reading and listening to a range of challenging, content-rich texts. This includes fluently reading decodable texts and gathering evidence from reading widely (through content-rich read alouds) on topics to gain purposeful knowledge and vocabulary.
1.DSR.A Use knowledge of letter-sound correspondences to read a variety of decodable and grade-level texts with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or self-correct word recognition and understanding, as necessary.
Short vowel sentences
Short vowel texts
Vowel pattern sentences
Vowel pattern texts
1.DSR.A Use knowledge of letter-sound correspondences to read a variety of decodable and grade-level texts with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or self-correct word recognition and understanding, as necessary.
Short vowel sentences
Short vowel texts
Vowel pattern sentences
Vowel pattern texts
1.DSR.C 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.
1.DSR.C 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.
1.DSR.D 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.
Read-along literary texts
Read-along informational texts
1.DSR.D 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.
Read-along literary texts
Read-along informational texts
Reading and Vocabulary
1.RV.1 Vocabulary Development and Word Analysis
1.RV.1.A Discuss meanings of words in context from a variety of texts.
Vocabulary in context
Categories
Homophones
Multiple-meaning words
1.RV.1.A Discuss meanings of words in context from a variety of texts.
Vocabulary in context
Categories
Homophones
Multiple-meaning words
1.RV.1.B Identify antonyms and synonyms of familiar words to deepen understanding of word meaning and relationships.
1.RV.1.B Identify antonyms and synonyms of familiar words to deepen understanding of word meaning and relationships.
1.RV.1.C Ask for the meaning of unknown words and make connections to familiar words.
1.RV.1.C Ask for the meaning of unknown words and make connections to familiar words.
1.RV.1.D Use vocabulary across content areas.
1.RV.1.D Use vocabulary across content areas.
1.RV.1.E Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
1.RV.1.E Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
1.RV.1.F Distinguish shades of meaning among verbs and adjectives.
1.RV.1.F Distinguish shades of meaning among verbs and adjectives.
1.RV.1.G Identify the purpose of simple reference materials (e.g. picture dictionary, digital dictionary).
1.RV.1.G Identify the purpose of simple reference materials (e.g. picture dictionary, digital dictionary).
1.RV.1.H Increase and develop breadth of vocabulary knowledge by listening to high quality, complex text.
1.RV.1.H Increase and develop breadth of vocabulary knowledge by listening to high quality, complex text.
1.RV.1.I Use newly learned words and phrases in discussions and speaking activities.
Adjectives
Prepositions
1.RV.1.I Use newly learned words and phrases in discussions and speaking activities.
Adjectives
Prepositions
Reading Literary Text
1.RL.1 Key Ideas and Plot Details
1.RL.1.A Retell familiar stories sequentially and demonstrate an understanding of the story structure, the central message or lesson, and the details.
1.RL.1.A Retell familiar stories sequentially and demonstrate an understanding of the story structure, the central message or lesson, and the details.
1.RL.1.B Identify the elements of a familiar story, including the characters, setting, and important events (e.g., conflict and resolution).
1.RL.1.B Identify the elements of a familiar story, including the characters, setting, and important events (e.g., conflict and resolution).
1.RL.1.C Ask and answer literal (who, what, when, where) or inferential (how, why) questions about what is read.
Main idea
Setting and characters
Point of view
Inference
Read-along literary texts
Read-alone literary texts
1.RL.1.C Ask and answer literal (who, what, when, where) or inferential (how, why) questions about what is read.
Main idea
Setting and characters
Point of view
Inference
Read-along literary texts
Read-alone literary texts
1.RL.1.D Generate predictions about story characters and events using the text.
1.RL.1.D Generate predictions about story characters and events using the text.
1.RL.3 Integration of Concepts
1.RL.3.A Set a purpose for reading by providing a guiding question, activating prior (experience) and background (content) knowledge.
1.RL.3.A Set a purpose for reading by providing a guiding question, activating prior (experience) and background (content) knowledge.
1.RL.3.B Make connections between characters, settings, and major events in stories heard, using key details.
1.RL.3.B Make connections between characters, settings, and major events in stories heard, using key details.
1.RL.3.C Compare and contrast the adventures or experiences of characters in stories heard, using key details.
1.RL.3.C Compare and contrast the adventures or experiences of characters in stories heard, using key details.
Reading Informational Text
1.RI.1 Key Ideas and Confirming Details
1.RI.1.A 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.
Main idea
Inference
Read-along nonfiction texts
Read-alone nonfiction texts
1.RI.1.A 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.
Main idea
Inference
Read-along nonfiction texts
Read-alone nonfiction texts
1.RI.1.B Identify the main idea and supporting details of a text.
Read-along texts
Read-alone texts
1.RI.1.B Identify the main idea and supporting details of a text.
Read-along texts
Read-alone texts
1.RI.1.C Explain the difference between facts and opinions in a text.
1.RI.1.C Explain the difference between facts and opinions in a text.
1.RI.2 Craft and Style
1.RI.2.A Identify and use common text features to gain information: table of contents, headings, bolded words, and pictures, captions, and diagrams.
1.RI.2.A Identify and use common text features to gain information: table of contents, headings, bolded words, and pictures, captions, and diagrams.
1.RI.2.B Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
1.RI.2.B Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
1.RI.3 Integration of Concepts
1.RI.3.A Identify basic similarities in and differences between two texts on the same topic.
1.RI.3.A Identify basic similarities in and differences between two texts on the same topic.
1.RI.3.B Describe the connection between two individuals, events, ideas, or pieces of information in a text.
1.RI.3.B Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Foundations for Writing
1.FFW.1 Handwriting
1.FFW.1.A Use functional pencil grasp for letter formation.
1.FFW.1.A Use functional pencil grasp for letter formation.
1.FFW.1.B Accurately and automatically form all capital and lowercase letters and numbers using manuscript letter formation.
1.FFW.1.B Accurately and automatically form all capital and lowercase letters and numbers using manuscript letter formation.
1.FFW.1.C Accurately and automatically apply spaces between written words in phrases or sentence-level writing.
1.FFW.1.C Accurately and automatically apply spaces between written words in phrases or sentence-level writing.
1.FFW.2 Spelling
1.FFW.2.A 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).
Consonant-l-e words
Consonant blends
Digraphs
Short vowels
Silent e
1.FFW.2.A 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).
Consonant-l-e words
Consonant blends
Digraphs
Short vowels
Silent e
1.FFW.2.B Encode (spell) 2-syllable words (e.g., pancake) following basic patterns by breaking the words into syllables.
1.FFW.2.B Encode (spell) 2-syllable words (e.g., pancake) following basic patterns by breaking the words into syllables.
1.FFW.2.C Encode (spell) unfamiliar words by recognizing and applying taught word patterns.
Segment
Consonant blends
Consonant digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
Two-syllable words
1.FFW.2.C Encode (spell) unfamiliar words by recognizing and applying taught word patterns.
Segment
Consonant blends
Consonant digraphs
Short vowels
Silent e
Vowel teams
Diphthongs
Two-syllable words
1.FFW.2.D Use phoneme/grapheme (sound/symbol) correspondences to encode (spell) grade-level high-frequency words with automaticity and accuracy.
1.FFW.2.D Use phoneme/grapheme (sound/symbol) correspondences to encode (spell) grade-level high-frequency words with automaticity and accuracy.
Writing
1.W.1 Modes and Purposes for Writing
1.W.1.A 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 recount two or more sequenced events or experiences and include details about the events and characters.
1.W.1.B 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 informative/expository texts that name a topic and supply some facts about the topic.
1.W.1.C 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 to compose opinion pieces that state an opinion and supply a reason for the opinion.
1.W.1.D 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 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.2 Organization and Composition
1.W.2.A 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 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.i: Identifying the audience and purpose of the writing (e.g., letters, stories, journals, etc.).
1.W.2.A.i: Identifying the audience and purpose of the writing (e.g., letters, stories, journals, etc.).
1.W.2.A.ii: 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.
Complete sentences
Subject-verb agreement
Adjectives
1.W.2.A.ii: 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.
Complete sentences
Subject-verb agreement
Adjectives
1.W.3 Usage and Mechanics
1.W.3.A With guidance and support from adults, edit writing for conventions (e.g., spelling, capitalization, usage, punctuation).
Sentence structure
Spelling
Punctuation
Capitalization
Plural nouns
Pronouns
Subject-verb agreement
Past tense
Adjectives
Articles
1.W.3.A With guidance and support from adults, edit writing for conventions (e.g., spelling, capitalization, usage, punctuation).
Sentence structure
Spelling
Punctuation
Capitalization
Plural nouns
Pronouns
Subject-verb agreement
Past tense
Adjectives
Articles
Language Usage
1.LU.1 Grammar
1.LU.1.A Produce and expand simple sentences, including a noun, verb, and adjective.
Sentence structure
Nouns
Verbs
Adjectives
1.LU.1.A Produce and expand simple sentences, including a noun, verb, and adjective.
Sentence structure
Nouns
Verbs
Adjectives
1.LU.1.B Form regular plural nouns orally by adding 's' or 'es' sound.
1.LU.1.B Form regular plural nouns orally by adding 's' or 'es' sound.
1.LU.1.C Use personal and possessive pronouns to represent nouns.
Personal pronouns
Pronoun-verb agreement
Possessive pronouns
1.LU.1.C Use personal and possessive pronouns to represent nouns.
Personal pronouns
Pronoun-verb agreement
Possessive pronouns
1.LU.1.D Use frequently occurring adjectives to describe specific objects (quantity, size, age, shape, color, or location).
1.LU.1.D Use frequently occurring adjectives to describe specific objects (quantity, size, age, shape, color, or location).
1.LU.1.E Form and use simple verb tenses (past, present, and future) for regular verbs.
1.LU.1.E Form and use simple verb tenses (past, present, and future) for regular verbs.
1.LU.1.F Use proper verb tense and correct subject-verb agreement.
1.LU.1.F Use proper verb tense and correct subject-verb agreement.
1.LU.1.G Use articles correctly (e.g., a, an, the).
1.LU.1.G Use articles correctly (e.g., a, an, the).
1.LU.1.H Use interrogatives to ask questions in complete sentences (e.g., who, what, where, when, why, how).
1.LU.1.H Use interrogatives to ask questions in complete sentences (e.g., who, what, where, when, why, how).
1.LU.2 Mechanics
1.LU.2.A Capitalize the first word in a sentence, proper nouns, and the pronoun I.
1.LU.2.A Capitalize the first word in a sentence, proper nouns, and the pronoun I.
1.LU.2.B Identify statements and questions and, use correct ending punctuation (e.g., period, questions mark, and exclamation points).
1.LU.2.B Identify statements and questions and, use correct ending punctuation (e.g., period, questions mark, and exclamation points).
1.LU.2.C Use conventional spelling of words with commonly taught spelling patterns and for frequently occurring irregular words.
Sight words
Contractions
Regular plurals
Irregular plurals
Past tense
1.LU.2.C Use conventional spelling of words with commonly taught spelling patterns and for frequently occurring irregular words.
Sight words
Contractions
Regular plurals
Irregular plurals
Past tense
Research
1.R.1 Evaluation and Synthesis of Information
1.R.1.A With prompting and support, generate research questions related to a given topic.
1.R.1.A With prompting and support, generate research questions related to a given topic.
1.R.1.B Locate and collect information related to the given topic from pictures, texts, people, or provided sources.
1.R.1.B Locate and collect information related to the given topic from pictures, texts, people, or provided sources.
1.R.1.C Use templates to organize the information collected (e.g., charts, graphs).
1.R.1.C Use templates to organize the information collected (e.g., charts, graphs).
1.R.1.D Use drawing, writing, or dictation to record facts and information collected from research.
1.R.1.D Use drawing, writing, or dictation to record facts and information collected from research.
1.R.1.E In small or large group settings, informally share recorded information collected from research.
1.R.1.E In small or large group settings, informally share recorded information collected from research.