Grade 1 English Language Arts Standards Transition Document

Washington State Grade 1 English Language Arts Standards Transition Document

This document serves as a guide to assist in the transition between the Washington State GLES for Reading, Writing, and Communication and the Common Core State Standards for English Language Arts.

The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. College and Career Readiness Anchor Standards for Reading Key Ideas and Details Integration of Knowledge and Ideas 1. Read closely to determine what the text says explicitly and to 7. Integrate and evaluate content presented in diverse media and formats, make logical inferences from it; cite specific textual evidence including visually and quantitatively, as well as in words.* when writing or speaking to support conclusions drawn from 8. Delineate and evaluate the argument and specific claims in a text, including the the text. validity of the reasoning as well as the relevance and sufficiency of the 2. Determine central ideas or themes of a text and analyze their evidence. development; summarize the key supporting details and ideas. 9. Analyze how two or more texts address similar themes or topics in order to 3. Analyze how and why individuals, events, and ideas develop build knowledge or to compare the approaches the authors take. and interact over the course of a text. Range of Reading and Level of Text Complexity Craft and Structure 10. Read and comprehend complex literary and informational texts 4. Interpret words and phrases as they are used in a text, independently and proficiently. including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. .

June 2011 Grade 1 Page 1 Reading Standards for Literature Key Ideas and Details Current Washington Standards Common Core State Standards Students currently: Students need to: 2.1.1: Understand how to use questioning when reading. RL.1.1: Ask and answer questions about key details in a text. 1.1.3: Apply understanding of oral language skills to develop reading skills.

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards. Students currently: Students need to: 2.1.3: Understand and determine important or main ideas and RL.1.2: Retell stories, including key details, and demonstrate important detail in text. understanding of their central message or lesson. 2.2.1: Understand story sequence. 2.2.3: Understand story elements.

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards. Craft and Structure Current Washington Standards Common Core State Standards Students currently: Students need to: No direct match RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Notable change: focus on vocabulary words that illicit a particular

June 2011 Grade 1 Page 2 feeling or appeal to the senses. Students currently: Students need to: 2.3.1 Understand similarities and differences within and between RL.1.5: Explain major differences between books that tell stories and informational/expository and literary/narrative text. books that give information, drawing on a wide reading of a range of text types

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards Students currently: Students need to: 2.2.3: Understand story elements. RL.1.6: Identify who is telling the story at various points in a text.

Key ideas will be found in current Evidence of Learning for these Notable changes: Identify who is telling the story at various points in GLEs. a text. Integration of Knowledge and Ideas Current Washington Standards Common Core State Standards Students currently: Students need to: 2.3.3: Understand story elements RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.

Key ideas will be found in current Evidence of Learning for this GLE. Notable change: using illustrations as a resource

Students currently: Students Need to: 2.3.1: Understand similarities and differences within and between RL.1.9: Compare and contrast the adventures and experiences of informational/expository and literary/narrative text. characters in stories. 2.1.4: Understand how to use prior knowledge. 1.1.3: Apply understanding of oral language skills to develop reading skills.

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards Range of Reading and Level of Text Complexity Current Washington Standards Common Core State Standards

June 2011 Grade 1 Page 3 Students currently: Students Need to: 3.4.2: Understand traditional and contemporary literature written in a RL.1.10: With prompting and support, read prose and poetry of variety of genres. appropriate complexity for grade 1.

Key ideas will be found in current Evidence of Learning for these Notable change: specifically include prose and poetry. GLEs. Essential components to support the learning progression in the implementation of the Common Core State Standards.

Reading Standards for Informational Text Key Ideas and Details Current Washington Standards Common Core State Standards Students currently: Students Need to: 2.1.1: Understand how to use questioning when reading. RI.1.1: Ask and answer questions about key details in a text. 1.1.3: Apply understanding of oral language skills to develop reading skills.

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards. Students currently: Students Need to: 2.1.3: Understand and identify important or main ideas and important RI.1.2: Identify the main topic and retell key details of a text. details in text.

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards Students currently: Students Need to: 2.3.1: Understand similarities and differences within and between RI.1.3: Describe the connection between two individuals, events, ideas, informational/expository and literary/narrative text. or pieces of information in a text.

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards Craft and Structure

June 2011 Grade 1 Page 4 Current Washington Standards Common Core State Standards Students currently: Students Need to: 1.3.1: Understand and apply new vocabulary. RI.1.4: Ask and answer questions to help determine or clarify the 1.3.2: Understand and apply content/academic vocabulary. meaning of words and phrases in a text.

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards Students currently: Students Need to: 2.2.2: Understand and apply features of printed text and electronic RI.1.5: Know and use various text features (e.g., headings, tables of sources to locate and understand information. contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards Students currently: Students Need to: 2.3.1: Understand similarities and differences within and between RI.1.6: Distinguish between information provided by pictures or other informational/expository and literary/narrative text. illustrations and information provided by the words in a text.

Key ideas will be found in current Evidence of Learning for these Notable change: understanding the differences between information GLEs. from pictures or illustrations versus text. Integration of Knowledge and Ideas Current Washington Standards Common Core State Standards Students currently: Students Need to: 2.2.2: Understand and apply features of printed text and electronic RI.1.7: Use the illustrations and details in a text to describe its key sources to locate and understand information. ideas

Key ideas will be found in current Evidence of Learning for these GLEs. Notable Change: integrate illustrations AND text to describe key ideas and details. The domain (craft and structure / integration of knowledge and ideas) is the main difference between key idea #5 and #7. Students currently: Students Need to:

June 2011 Grade 1 Page 5 2.4.2: Understand purposes of text. RI.1.8: Identify the reasons an author gives to support points in a text.

Key ideas will be found in current Evidence of Learning for these Notable change: recognize author’s perspective and site details GLEs. Students currently: Students Need to: 2.3.1: Understand similarities and differences within and between RI.1.9: Identify basic similarities in and differences between two texts informational/expository and literary/narrative text. on the same topic (e.g., in illustrations, descriptions, or procedures). 2.1.4: Understand how to use prior knowledge.

Key ideas will be found in current Evidence of Learning for these Notable change: using illustrations (graphic quantitative GLEs. representation) Range of Reading and Level of Text Complexity Current Washington Standards Common Core State Standards Students currently: Students Need to: 3.1.1: Understand that resources answer questions and solve RI1.0: With prompting and support, read informational texts problems. appropriately complex for grade 1.

Key ideas will be found in current Evidence of Learning for these Notable change: using and analyzing more complex text GLEs. Reading Standards: Foundational Skills 1st Grade Print Concepts Current Washington Standards Common Core State Standards Students currently: Students Need to: 1.1.1 Understand and apply concepts of print. 1. Demonstrate understanding of the organization and basic features of print. RF1.1 A. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Phonological Awareness Current Washington Standards Common Core State Standards Students currently: Students Need to: 1.1.2 Understand and apply phonological awareness and phonemic Demonstrate understanding of spoken words, syllables, and sounds awareness. (phonemes). RF1.2

June 2011 Grade 1 Page 6  Distinguish long from short vowel sounds in spoken single- syllable words.  Orally produce single-syllable words by blending sounds (phonemes), including consonant blends  Isolate and pronounce initial, medial vowel, and final sounds (phonemes in spoken single-syllable words.  Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition Current Washington Standards Common Core State Standards Students currently: Student Need to: 1.1.4 Apply understanding of phonics. Know and apply grade-level phonics and word analysis skills in  Recognize that sounds are represented by different single letters decoding words.RF1.3 or combinations of letters (consonant and vowel combinations). a. Know the spelling-sound correspondences for common  Use onset and rime/word families to decode words in isolation and consonant digraphs in context. b. Decode regularly spelled one-syllable words.  Decode words in isolation and in context following common vowel c. Know final –e and common vowel team conventions for patterns. representing long vowel sounds.  Use knowledge of phonics to read unfamiliar words in isolation d. Use knowledge that every syllable must have a vowel sound to and in context. determine the number of syllables in a printed word.  Read compound words, contractions, and words with common e. Decode two-syllable words following basic patterns by inflectional endings in isolation and in context. breaking the words into syllables. f. Read words with inflectional endings.

Recognize and read grade-appropriate irregularly spelled words.

Fluency Current Washington Standards Common Core State Standards Students currently: Students need to: 1.4.2 Apply fluency to enhance comprehension. Read with sufficient accuracy and fluency to support comprehension. RF1.4 a. Read grade-level with purpose and understanding.

June 2011 Grade 1 Page 7 b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. With full implementation, first grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses. 1.4.1 sight words) 2.3.2 understand concept of catagories) 3.4.3 understand that literature features different cultures and traditions 4.1.1 ( Understand how to monitor reading progress), Understand how to set reading goals 4.2.1 Understand how readers choose books Look for vocabulary in language Essential components to support the learning progression in the implementation of the Common Core State Standards.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes* Research to Build and Present Knowledge 1. Write arguments to support claims in an analysis of substantive 7. Conduct short as well as more sustained research projects based on topics or texts, using valid reasoning and relevant and sufficient focused questions, demonstrating understanding of the subject evidence. under investigation. 2. Write informative/explanatory texts to examine and convey 8. Gather relevant information from multiple print and digital sources, complex ideas and information clearly and accurately through the assess the credibility and accuracy of each source, and integrate the effective selection, organization, and analysis of content. information while avoiding plagiarism. 3. Write narratives to develop real or imagined experiences or events 9. Draw evidence from literary or informational texts to support using effective technique, well-chosen details, and well-structured analysis, reflection, and research. event sequences. Range of Writing Production and Distribution of Writing 10. Write routinely over extended time frames (time for research, 4. Produce clear and coherent writing in which the development, reflection, and revision) and shorter time frames (a single sitting or organization, and style are appropriate to task, purpose, and a day or two) for a range of tasks, purposes, and audiences. audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish

June 2011 Grade 1 Page 8 writing and to interact and collaborate with others.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Writing Standards Text Types and Purposes Current Washington Standards Common Core State Standards Students currently: Students Need to: 2.2.1 Demonstrates understanding that writing has different Write opinion pieces in which they introduce the topic or name the purposes. book they are writing about, state an opinion, supply a reason for the 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates. opinion, and provide some sense of closure. W1.1 2.2.1 •Writes to express own ideas (e.g., scientific observations). 3.1.1 • Writes to express own ideas •Develops ideas for topics orally and visually (e.g., discusses, draws, and/or writes to develop ideas). •Develops and chooses from a list of general topics for writing (e.g., pets, friends, favorite places). •Elaborates on ideas using descriptive words and phrases (e.g., My yellow striped cat jumped on my bed.). •Selects title for a piece of writing. Move students to: elaborate their ideas by adding reasons and closure and more purpose (opinion) Students currently Student Need to: 2.2.1 Demonstrates understanding that writing has different Write informative/explanatory texts in which they name a topic, supply purposes. some facts about the topic, and provide some sense of closure. 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates. W1.2 Students currently: Student Need to: 2.2.1 Demonstrates understanding that writing has different Write narratives in which they recount two or more appropriately purposes. sequenced events, include some details regarding what happened, use 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates. temporal words to signal event order, and provide some sense of

June 2011 Grade 1 Page 9 3.1.2 Organizes multiple sentences on one topic showing beginning, closure. W1.3 middle, and ending. Production and Distribution of Writing Current Washington Standards Common Core State Standards Students currently: Students need to: 4.1.2 Uses specific criteria for analyzing own writing. With guidance and support from adults, focus on a topic, respond to 4.2.1 Identifies general goals for own writing. questions and suggestions from peers, and add details to strengthen 3.2.2 Uses a variety of words. writing as needed. W1.5 1.4.1 Applies understanding of editing appropriate for grade level (see 3.3). 1.2.1 Produces a draft in sentences.  Uses a plan from prewriting to write a draft.  Writes a draft that includes more than one sentence. Students currently: Student Need to: 1.5.1 Publishes own writing. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W1.6

Move students to: digital publishing Research to Build and Present Knowledge Current Washington Standards Common Core State Standards Students currently: Students Need to: 1.1.1 Applies at least one strategy for generating ideas and planning Participate in shared research and writing projects (e.g., explore a writing. number of “how-to” books on a given topic and use them to write a sequence of instructions). W1.7

Move students to: gather information (research) from text sources and use the information to write.

June 2011 Grade 1 Page 10 Students currently: Student Need to: No direct match With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W1.8

Move students to formulate writing focused on essential questions Range of Writing Current Washington Standards Common Core State Standards Students currently: Students need to: Begins in grade 3 With full implementation, fifth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses. Grade 1 WA state standards missing in CCSS: 3.2.1 Understands concept of personal voice.  Uses detail and color in drawings.  Uses exclamation points (e.g., I love pizza!).  Uses size and shape of word for emphasis (e.g., WOW, scary).  Discusses voice of author in read-alouds (e.g., “Bill Martin, Jr., sounds like he’s singing.”). Essential components to support the learning progression in the implementation of the Common Core State Standards.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration Presentation of Knowledge and Ideas 1. Prepare for and participate effectively in a range of conversations 4. Present information, findings, and supporting evidence such that and collaborations with diverse partners, building on others’ ideas listeners can follow the line of reasoning and the organization, and expressing their own clearly and persuasively. development, and style are appropriate to task, purpose, and 2. Integrate and evaluate information presented in diverse media and audience. formats, including visually, quantitatively, and orally. 5. Make strategic use of digital media and visual displays of data to

June 2011 Grade 1 Page 11 3. Evaluate a speaker’s point of view, reasoning, and use of evidence express information and enhance understanding of presentations. and rhetoric. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening Standards Comprehension and Collaboration Current Washington Standards Common Core State Standards Students currently: Students Need to: 1.1.1 Understands how to adapt attentive behavior to accommodate Participate in collaborative conversations with diverse partners about the listening situation. grade 1 topics and texts with peers and adults in small and larger 2.2.1 Understands how to show respect for others’ input. groups. 2.2.2 Understands how to contribute responsibly in a one-to-one a. Follow agreed-upon rules for discussions (e.g., listening to conversation or group setting. others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion. SL 1.1

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards.

Students currently: Students need to: 1.1.2 Applies listening and observation skills to recall and interpret Ask and answer questions about key details in a text read aloud or information. information presented orally or through other media. SL 1.2 3.2.1 Understands how to use media and resources in oral presentations.

Key ideas will be found in current Evidence of Learning for these Notable change: Integrate and evaluate information presented in GLEs. diverse media and formats, including visually, quantitatively, and orally.

June 2011 Grade 1 Page 12 Students currently: Students need to: 1.1.2 Applies listening and observation skills to recall and interpret Ask and answer questions about what a speaker says in order to gather information. (Indirect match) additional information or clarify something that is not understood. SL 4.1.2 Understands how to use simple criteria to judge others’ 1.3 communication.

Key ideas will be found in current Evidence of Learning for these Notable change: Evaluate a speaker’s point of view, reasoning and use GLEs. of evidence and rhetoric.

Presentation of Knowledge and Ideas Current Washington Standards Common Core State Standards Students currently: Students need to: 3.1.1 Understands how to plan and organize effective oral Describe people, places, things, and events with relevant details, communication and presentation. expressing ideas and feelings clearly. SL1.4

Key ideas will be found in current Evidence of Learning for this GLE. Notable change: Gathering the evidence (material) to present.

Students currently: Students need to: 3.2.1 Understands how to use media and resources in oral Add drawings or other visual displays to descriptions when appropriate presentations. to clarify ideas, thoughts, and feelings. SL 1.5

Key ideas will be found in current Evidence of Learning for this GLE. No notable changes from current Washington State Learning Standards.

Students currently: Students need to: 3.3.1 Applies skills and strategies for the delivery of effective oral Produce complete sentences when appropriate to task and situation. communication and presentations. (See grade 1 Language standards 1and 3 on page 26 for specific 2.1.1 Understands that language is adjusted to the needs of the expectations.) SL 1.6 audience, situation, and setting.

Key ideas will be found in current Evidence of Learning for these No notable changes from current Washington State Learning GLEs. Standards.

June 2011 Grade 1 Page 13 With full implementation, fifth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses. Grade 1 WA standards not addressed in CCSS: 1.2.1, 1.2.2, 2.3.1, 2.3.2, 4.2.1 Essential components to support the learning progression in the implementation of the Common Core State Standards. College and Career Readiness Anchor Standards for Language

Conventions of Standard English Vocabulary Acquisition and Use 1. Demonstrate command of the conventions of standard English grammar 4. Determine or clarify the meaning of unknown and multiple-meaning words and usage when writing or speaking. and phrases by using context clues, analyzing meaningful word parts, and 2. Demonstrate command of the conventions of standard English consulting general and specialized reference materials, as appropriate. capitalization, punctuation, and spelling when writing. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Knowledge of Language 6. Acquire and use accurately a range of general academic and domain- 3. Apply knowledge of language to understand how language functions in specific words and phrases sufficient for reading, writing, speaking, and different contexts, to make effective choices for meaning or style, and to listening at the college and career readiness level; demonstrate comprehend more fully when reading or listening independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language Standards Conventions of Standard English Current Washington Standards Common Core State Standards Students currently: Students need to: W3.2.3 Understands sentence fluency. L.1.1 Demonstrate command of the conventions of standard English W3.3.5 Applies usage rules. grammar and usage when writing or speaking. W3.3.6 Uses complete sentences in writing. a. Print all upper- and lowercase letters. W3.3.1 Understands and applies spacing and directionality; writes b. Use common, proper, and possessive nouns. legibly. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g.,

June 2011 Grade 1 Page 14 Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward) j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts

Move students to: see green highlights above Students currently: Students need to: W3.3.3 Applies capitalization rules. L1.2 Demonstrate command of the conventions of standard English W3.3.2 Spells phonetically using some conventional spelling. capitalization, punctuation, and spelling when writing. W3.3.4 Applies punctuation rules. W1.4.1 Applies understanding of editing appropriate for grade level a. Capitalize dates and names of people. (see 3.3). b. Use end punctuation for sentences. W3.2.1 Understands concept of personal voice. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Move students to: use commas in dates and separate words in series Vocabulary Acquisition and Use Current Washington Standards Common Core State Standards Students currently: Students need to: R 1.2.2 Apply vocabulary strategies in grade-level text. L1.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

June 2011 Grade 1 Page 15 a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Move students to: identify frequently occurring root words (c above)

Students currently: Students need to: R2.3.2 Understand concept of categories. L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Move students to: green highlights above Students currently: Students need to: 3.2.2 Uses a variety of words. L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Move students to: see green highlight above With full implementation, fifth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

June 2011 Grade 1 Page 16 Grade 1 WA standards missing from CCSS:

Essential components to support the learning progression in the implementation of the Common Core State Standards.

June 2011 Grade 1 Page 17