Wisconsin

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Skills available for Wisconsin first-grade language arts standards

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Wisconsin Standards for English Language Arts Wisconsin Standards for English Language Arts

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Wisconsin

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RF.1 Reading Foundational Skills

Print Concepts

RF.1.1 Demonstrate understanding of the organization and basic features of print.

RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness

RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.

RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

RF.1.2e Add, delete, or substitute individual sounds (phonemes) in simple one-syllable words to make new words.

Phonics and Word Recognition

RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.

RF.1.3b Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).

RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds (Examples include but are not limited to: ai, ay, oa, ea, ee, ie, ue, ow).

RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

RF.1.3e Decode two-syllable words following basic (known) patterns by breaking the words into syllables.

RF.1.3f Read words with inflectional endings (i.e., -s, -ed, -ing).

RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

Fluency

RF.1.4 Read emergent-reader texts with purpose, understanding, and sufficient accuracy and fluency to support comprehension.

RF.1.4a Read grade-level text with purpose and understanding.

RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

R.1 Reading

Key Ideas and Details

R.1.1 Develop and answer questions about key ideas and details in a text. (RI&RL)

R.1.2 Identify a main topic or central idea in a text with guidance and support; retell important details. (RI&RL)

R.1.3 Describe characters, settings, and important events in a story or pieces of information in a text. (RI&RL)

Craft and Structure

R.1.4 Identify specific words and phrases that express feeling, appeal to the senses, or content-specific words within a text. (RI&RL)

R.1.5 Identify a variety of genres and explain major differences between literary texts and informational texts. (RI&RL)

R.1.6 Describe how illustrations and details support the point of view or purpose of the text. (RI&RL)

Integration of Knowledge and Ideas

R.1.7 Use illustrations and details in literary and informational texts to discuss story elements and/or topics. (RI&RL)

R.1.8 Identify specific information an author or illustrator gives that supports ideas in a text. (RI)

R.1.9 Compare and contrast two texts; recognize that texts reflect one's own and others' culture. (RI&RL)

L.1 Language

Knowledge of Language

L.1.1 Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge to comprehend more fully when reading and listening, and make effective choices when composing, creating, and speaking.

L.1.1a Recognize and appreciate the linguistic diversity of peers, teachers, and other members of the school community.

Vocabulary Acquisition and Use

L.1.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate.

L.1.2a Use inflectional forms as clues to the meaning of unknown words (e.g., looks, looked).

L.1.2b Identify common root words.

L.1.3 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. With guidance and support from adults:

L.1.3a Identify words and phrases that suggest feelings or appeal to the senses (e.g., in stories, poems, or conversations).

L.1.3b Explain rationale for sorting words into categories.

L.1.3c Act out or define shades of meanings with verbs of differing manner (e.g., peek, scowl) and adjectives (e.g., gigantic, large).

Conventions of Standardized English

L.1.5 Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose of language choice with:

L.1.5a Common, proper, and possessive nouns.

L.1.5b Nouns/verbs agreement in simple sentences.

L.1.5c Frequently occurring pronouns, adjectives, conjunctions, verb tenses, and prepositions.

L.1.5d Production and expansion of complete sentences in response to prompts.

L.1.6 Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose in conventions with:

L.1.6a Capitalization of dates and names of people.

L.1.6b End punctuation.

L.1.6c Commas in dates and simple sets.

L.1.6d Use conventional spelling for words with common spelling patterns and draw on phonological awareness and spelling conventions to spell other words phonetically. Related to Reading Foundational standards (RF.1.3).