Grade 1 ELA Michigan Standards

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Print all upper- and lowercase letters.

Use common, proper, and possessive nouns.

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Use frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use determiners (e.g., articles, demonstratives).

Use frequently occurring prepositions (e.g., during, beyond, toward).

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize dates and names of people.

Use end punctuation for sentences.

Use commas in dates and to separate single words in a series.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

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.

Use sentence-level context as a clue to the meaning of a word or phrase.

Use frequently occurring affixes as a clue to the meaning of a word.

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

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).

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

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.

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).

Demonstrate understanding of the organization and basic features of print.

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

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

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).

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

Know the spelling-sound correspondences for common consonant digraphs.

Decode regularly spelled one-syllable words.

Know final -e and common vowel team conventions for representing long vowel sounds.

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

Decode two-syllable words following basic patterns by breaking the words into syllables.

Read words with inflectional endings.

Recognize and read grade-appropriate irregularly spelled words.

Read with sufficient accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding.

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

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

Ask and answer questions about key details in a text.

With prompting and support, read informational texts appropriately complex for grade 1.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Use the illustrations and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Ask and answer questions about key details in a text.

With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Describe characters, settings, and major events in a story, using key details.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Identify who is telling the story at various points in a text.

Use illustrations and details in a story to describe its characters, setting, or events.

Compare and contrast the adventures and experiences of characters in stories.

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

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.

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task and situation.

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Demonstrate emerging understanding of letter and word use.

Demonstrate emerging understanding of letter and word use.

Demonstrate emerging understanding of conventions of Standard English

Demonstrate emerging knowledge of word meanings.

Demonstrate emerging understanding of word relationships.

With guidance and support, use words acquired through conversations, being read to, and during shared reading activities.

Demonstrate emerging understanding of the organization of print.

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

Demonstrate emerging letter and word identification skills.

Begin to attend to words in print.

Identify details in familiar text.

Actively engage in shared reading of informational text.

With guidance and support, identify details related to the topic of a text.

Identify individuals, events, or details in a familiar informational text.

With guidance and support, ask a reader to clarify the meaning of a word in a text.

Locate the front cover, back cover, and title page of a book.

Distinguish between words and illustrations in a text.

Identify illustrations or objects/tactual information that go familiar text.

Identify points the author makes in a familiar informational text.

With guidance and support, match similar parts of two familiar texts on the same topic.

Identify details in familiar stories.

With guidance and support, actively engage in shared reading for a clearly stated purpose.

With guidance and support, recount major events in familiar stories.

Identify characters and settings in a familiar story.

With guidance and support, identify sensory or feeling words in a familiar story.

With guidance and support, identify a text as telling a story.

With guidance and support, identify a speaker within a familiar story.

Identify illustrations or objects/tactual information that go with a familiar story.

With guidance and support identify adventures or experiences of characters in a story as same or different.

Participate in conversations with adults.

During shared reading activities, answer questions about details presented orally or through other media.

Communicate confusion or lack of understanding ("I don't know.").

Identify familiar people, places, things, and events.

Add or select drawings or other visual or tactual displays that relate to familiar people, places, things, and events.

With guidance and support, provide more information to clarify ideas, thoughts, and feelings.

Select a familiar book and use drawing, dictating, or writing to state an opinion about it.

Select a familiar topic and use drawing, dictating, or writing to share information about it.

Select an event and use drawing, dictating, or writing to share information about it.

With guidance and support from adults, add more information to own drawing, dictation, or writing to strengthen it.

With guidance and support from adults, explore a variety of digital tools to produce individual or group writing.

With guidance and support, participate in shared research and writing projects.

With guidance and support from adults, identify information related to personal experiences and answer simple questions about those experiences.

Integration of Knowledge and Ideas

Conventions of Standard English

College and Career Readiness Anchor Standards for Speaking and Listening

College and Career Readiness Anchor Standards for Language

Range of Writing

Phonological Awareness

Phonics and Word Recognition

Range of Reading and Level of Text Complexity

(Begins in grade 2)

(Begins in grade 4)

Reading Standards for Informational Text

Presentation of Knowledge and Ideas

Vocabulary Acquisition and Use

Accessing Narrative Text

Range of Writing

Conventions of Standard English

Craft and Structure

Conventions of Standard English

College and Career Readiness Anchor Standards for Writing

Craft and Structure

Research to Build and Present Knowledge

Print Concepts

Knowledge of Language

Craft and Structure

Key Ideas and Details

Production and Distribution of Writing

Text Types and Purposes

Using Language

Writing: Text Types and Purposes

Range of Reading and Level of Text Complexity

Research and Inquiry

Reading Standards for Literature

Key Ideas and Details

College and Career Readiness Anchor Standards for Reading

Accessing Informational Text

(Begins in grade 3)

Reading (Foundational Skills)

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Production and Distribution of Writing

Vocabulary Acquisition and Use

(Not applicable to literature)

Speaking and Listening

Comprehension and Collaboration

Research to Build and Present Knowledge

Presentation of Knowledge and Ideas

Writing Standards

Vocabulary Acquisition and Usage

Students can comprehend text in increasingly complex ways.

Comprehension and Collaboration

Reading Standards: Foundational Skills

Students can investigate topics and present information.

Fluency

Speaking and Listening Standards

Students can communicate for a range of purposes and audiences.

Language Standards

Knowledge of Language

Text Types and Purposes

Integration of Knowledge and Ideas

(Begins in grade 3)

Key Ideas and Details

Demonstrate understanding through non-verbal gestures or with single words or learned phrases

Follow simple two-step oral directions to complete a task in English

Interpret gestures and visual cues used in instruction

Perform basic classroom tasks when prompted

Follow simple three or four-step oral directions to complete a classroom task

Respond appropriately and courteously to directions and questions

Perform most uncomplicated classroom tasks when prompted

Clarify classroom assignments with teacher and/or peers

Understand highly contextualized simple speech with frequent repetition and rephrasing

Understand basic language such as, greetings, leave-taking, questions, and directions

Understand simple speech produced by peers and adults on familiar topics with repetition and rephrasing

Understand age-appropriate social discourse with occasional repetition and rephrasing

Understand ageappropriate social discourse

Use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes

Listen attentively to stories and information read aloud

Demonstrate comprehension of oral presentations and instructions through nonverbal responses

Listen and respond to stories and other texts read aloud, including classic and contemporary works

Orally identify main points of simple conversations and stories read aloud

Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses

Understand limited key content area vocabulary supported by visual representations and realia (real-life objects)

Understand key content area vocabulary supported by visuals and written text provided during classroom instruction

Understand vocabulary and discourse features of content areas

Demonstrate understanding of speaker's feelings and attitudes toward a topic

Use age-appropriate social conventions that characterize the new culture while listening, such as eye contact, physical proximity, and turn-taking

Listen critically to interpret and evaluate

Respond to the implications of tones of voice

Infer speaker's implied meaning

Build vocabulary to develop concepts

Speaking

Reading and Comprehending

Identify meaning of vocabulary in the content areas

Demonstrate comprehensible pronunciation and intonation for clarity in oral communication

Use grammatical conventions of English

Make inferences and predictions

Identify speaker attitude and point of view

Recognize concepts of print literacy

Use conventions and formats of written English

Use tone and voice to engage specific audiences

Engage in conversations for personal expression and enjoyment

Use various types of writing for specific purposes

Analyze style and form of various genre

Write using appropriate vocabulary choice and variation

Provide and obtain information; express and exchange opinions

Use the writing process to produce writing

Use spoken language for daily activities within and beyond the school setting

Apply reading skills in social and academic contexts

Use spoken English and nonverbal communication in socially and culturally appropriate ways

Construct sentences and develop paragraphs to organize writing supporting a central idea

Identify main ideas and supporting details from spoken English

Read and demonstrate comprehension of main idea and supporting details

Demonstrate phonological awareness and the relationship of listening/speaking to decoding

Use multiple sources to extend writing

Use strategies to extend communicative competence

Understand spoken English to participate in social contexts

Follow simple and complex directions

Listening

Writing

Use English to interact in the classroom

Present information, concepts, and ideas to an audience of listeners on a variety of topics

Make inferences, predictions, and conclusions from reading

Demonstrate initial print awareness that print carries message

Know the order of the alphabet; name and identify each letter of the alphabet

Know the difference between capital and lower case letters

Distinguish letters from words

Demonstrate directionality by tracking print from left to right, and using return sweep

Recognize that sentences in print are made up of separate words

Recognize that words have correct spelling

Identify the front cover, back cover, and title page of a book

Understand that printed materials provide information

Use knowledge of simple spelling patterns when reading

Recognize capitalization and punctuation to convey meaning

Demonstrate that print represents spoken language

Understand that as letters change, so do sounds

Use knowledge of consonants and vowels sounds to match sounds to letters

Use knowledge of consonants, consonant blends, and vowel sounds in decoding words

Read common word families and rhyming words

Use decoding skills to read known and unfamiliar words

Match oral words to printed words

Recognize high frequency words

Develop basic sight words

Identify simple words with multiple meanings

Identify simple literary terms (title, author, illustrator)

Name characters and identify setting of story

Recognize the beginning, middle and end of narratives

Answer factual, simple questions about content of text

Participate in discussions describing characters, setting, events and plot

Identify common signs and logos

Use prior background knowledge to approach text

Use print from the environment to derive and reinforce meaning

Read and follow simple written directions

Use simple reference materials (such as picture dictionaries) to acquire concepts

Read and follow sequential or multiple step written directions to complete tasks and assignments

Use pictures/graphics to make predictions about text, and discuss conclusions

Use pictures to make predictions about stories and informational text

Make and confirm predictions about the subject/story from text clues

Identify elements of a story, including character, setting, and sequence of events

Recognize format differences between poetry and prose

Recognize differences between expository and narrative text

Use graphic displays (photos, art, pictures, icons, symbols) and textual aides (sub-heading, graphs, charts) to understand stories and informational text

Differentiate between fiction and non-fiction

Understand literary forms by recognizing and distinguishing among stories, poems, and information books

Use learned phrases to respond to questions and directions

Make requests and obtain information from the community

Participate in conversations on social topics by asking and requesting information

Acquire goods, services, or information by spoken request

Communicate basic wants and needs in English

Use common social greetings and simple repetitive phrases

Participate in social conversations with peers and adults on familiar topics by asking and answering questions and requesting information

Participate in social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and requesting information

Maintain eye contact when communicating in person

Recognize some gestures, facial expressions and body language

Recite rhymes, songs and simple stories

Respond orally to factual questions

Ask and respond to questions using phrases or simple sentences

Participate in classroom discussions

Restate in basic terms the main idea of oral presentations using subject area content

Ask and answer instructional questions using simple sentences

Give directions or instructions to classmates

Participate in guided discussions

Give simple oral reports

Participate actively in cooperative group activities and projects

Participate actively in content area discussions with peers and teachers

Answer instructional questions by using simple sentences

Answer instructional questions with supporting details

Respond to messages by asking questions, challenging statements, or offering examples that affirm the message

Talk about experiences using expanded vocabulary, descriptive words and paraphrasing

Use clearly spoken single words and learned phrases to be understood by a native speaker

Speak understandably with awareness of English intonation and phonological patterns

Speak clearly and comprehensibly by using standard English grammatical forms, pronunciation, phrasing and intonation

Describe a concrete object or concept with prepared text

Prepare and deliver short oral presentations

Retell stories and participate in short conversations

Ask for clarification and repetition

Make requests relevant to the teaching learning process (homework instructions)

Formulate and pose questions during classroom discussions

Respond to messages by asking questions or by challenging statements

Summarize orally with accurate representation of the content of the conversation

Write the English alphabet legibly in manuscript (printing) using upper and lower case

Write messages from left to right and top to bottom of the page

Use word and letter spacing to make messages readable

Write personal information (name, address, phone number)

Write labels, notes and captions for illustrations, charts, and objects

Write words and short sentences from dictation with developmental spelling

Copy from a model text with attention to using lines, margins, and spacing

Write several sentences on a topic related to a visual prompt

Write the English alphabet legibly in cursive using upper and lower case

Write simple sentences using key words available in the classroom environment

Use capitalization and punctuation to begin and end sentences

Use nouns (singulars and plurals), verbs (singular and plural), pronouns, adjectives, adverbs in writing

Use basic grammatical constructions in simple sentences

Capitalize and punctuate correctly to clarify and enhance meaning (such as capitalizing titles, using possessives, commas in a series, apostrophes and contractions, and abbreviations)

Identify and correctly use subject verb agreement and past, present, and future tenses in writing simple sentences

Demonstrate knowledge of negatives and contractions

Use descriptive vocabulary to clarify details

Compose simple declarative, interrogative, imperative, and exclamatory sentences appropriate for language arts and other content areas based on a classroom model

Compose multiple sentences around a topic

Support a central idea with relevant details and examples

Prewriting: Generate ideas for writing by using prewriting techniques such as drawing and teacher assisted listing of key thoughts

Editing: Edit writing for punctuation, capitalization and spelling with teacher assistance; create legible final copy

Prewriting: Use graphic organizers as a prewriting activity to demonstrate prior knowledge, add information and prepare to write

Editing: Edit draft for basic grammatical constructions; expand use of adjectives and adverbs; check for singular and plural agreement

Prewriting: Plan ideas through independent organizing activities such as listing, webbing, clustering, sequencing, and classifying in English

Write basic information on classroom assignments, such as, name, date, class subject, teacher

Write to communicate basic personal information such as filling out forms, autobiographical sketches, home-culture descriptions

List, label, or summarize content area information

Write a few words or phrases about an event or character from a story read by the teacher

Write a short narrative story that includes elements of setting and character

Write in different forms for different purposes including lists to inform, letters to invite or thank, and stories to entertain

Write brief responses to selected literature with factual understanding of the text using simple sentences

Write a brief narrative include elements of setting, character, and events

Narrate a sequence of events with some detail

Record or dictate knowledge of a topic in a variety of ways, such as by drawing pictures, making lists, or using graphic organizers to show connections among ideas

Identify questions for investigating a given topic

Identify an audience for writing in English