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AZ.1.L.Language Standards
Conventions of Standard English1.L.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.1.L.1.a. Use common, proper, and possessive nouns.Quiz, Flash Cards, Worksheet, Game & Study Guide Grammar Quiz, Flash Cards, Worksheet, Game & Study Guide Nouns Quiz, Flash Cards, Worksheet, Game & Study Guide Proper Nouns
1.L.1.b. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.).Quiz, Flash Cards, Worksheet, Game & Study Guide Grammar Quiz, Flash Cards, Worksheet, Game & Study Guide Nouns
1.L.1.c. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).Quiz, Flash Cards, Worksheet, Game & Study Guide Pronouns
1.L.1.d. 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).
1.L.1.e. Use frequently occurring adjectives.Quiz, Flash Cards, Worksheet, Game & Study Guide Grammar
1.L.1.h. Use frequently occurring prepositions (e.g., during, beyond, toward).Quiz, Flash Cards, Worksheet, Game & Study Guide Grammar
1.L.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.1.L.2.b. Use end punctuation for sentences.
Vocabulary Acquisition and Use1.L.4. With guidance and support from adults, 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.1.L.4.a. Use frequently occurring affixes as a clue to the meaning of a word.Quiz, Flash Cards, Worksheet, Game & Study Guide Prefixes Quiz, Flash Cards, Worksheet, Game & Study Guide Suffixes
1.L.4.b. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).Quiz, Flash Cards, Worksheet, Game & Study Guide Root Words
1.L.4.c. Use sentence‐level context as a clue to the meaning of a word or phrase.
1.L.5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.1.L.5.a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
1.L.5.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).
1.L.5.c. Identify real‐life connections between words and their use (e.g., note places at home that are cozy).
AZ.1.RF.Reading Standards: Foundational Skills
Reading Standards: Foundational Skills
Phonics and Word Recognition1.RF.3. Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.1.RF.3.a. Know the spelling‐sound correspondences for common consonant digraphs.
1.RF.3.c. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.Quiz, Flash Cards, Worksheet, Game & Study Guide Syllables
1.RF.3.d. Recognize and apply all six syllable types when decoding grade level texts.Quiz, Flash Cards, Worksheet, Game & Study Guide Syllables
1.RF.3.e. Read words with inflectional endings.
1.RF.3.f. Recognize and read grade‐appropriate irregularly spelled words.
Print Concepts1.RF.1. Demonstrate understanding of the organization and basic features of print.1.RF.1.a. Recognize the distinguishing features of a sentence (e.g., capitalization of first word and ending punctuation).
Fluency1.RF.4. Read with sufficient accuracy and fluency to support comprehension.1.RF.4.a. Read on-level text with purpose and understanding.
1.RF.4.c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.
Phonological Awareness1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).1.RF.2.a. Distinguish long from short vowel sounds in spoken single‐syllable words.
1.RF.2.b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.
1.RF.2.d. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
1.RF.2.e. Segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., /s/p/l/a/t/).
1.RF.2.f. Orally generate a series of rhyming words using a variety of phonograms (e.g., -ed, -ake, -ant, ain) and consonant blends (e.g., /bl/, /st/, /tr/).
AZ.1.RI.Reading Standards for Informational Text
Reading Standards for Informational Text
Integration of Knowledge and Ideas1.RI.7. Use the illustrations and details in a text to describe its key ideas.Quiz, Flash Cards, Worksheet, Game & Study Guide Main Idea Quiz, Flash Cards, Worksheet, Game & Study Guide Main Idea
1.RI.8. Identify the reasons an author gives to support points in a text.
1.RI.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Key Ideas and Details1.RI.1. Ask and answer questions such as who, what, where, why, and how about key details in a text.
1.RI.2. Identify the main topic and retell key details of a text.Quiz, Flash Cards, Worksheet, Game & Study Guide Main Idea
Range of Reading and Level of Text Complexity1.RI.10. With prompting and support, read informational texts, including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1.
Craft and Structure1.RI.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
1.RI.5. 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.
1.RI.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.Quiz, Flash Cards, Worksheet, Game & Study Guide Main Idea Quiz, Flash Cards, Worksheet, Game & Study Guide Main Idea
AZ.1.RL.Reading Standards for Literature
Reading Standards for Literature
Integration of Knowledge and Ideas1.RL.7. Use illustrations and details in a story to describe its characters, setting, or events.Quiz, Flash Cards, Worksheet, Game & Study Guide Settings
1.RL.9. Compare and contrast the adventures and experiences of characters in stories.
Key Ideas and Details1.RL.1. Ask and answer questions such as who, what, where, why, when, and how about key details in a text.
1.RL.2. Retell stories, including key details, and demonstrate understanding of their main idea, central message, or lesson.Quiz, Flash Cards, Worksheet, Game & Study Guide Main Idea Quiz, Flash Cards, Worksheet, Game & Study Guide Story Retell
1.RL.3. Describe characters, settings, and major events in a story, using key details.Quiz, Flash Cards, Worksheet, Game & Study Guide Settings
Range of Reading and Level of Text Complexity1.RL.10. With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.
Craft and Structure1.RL.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1.RL.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
1.RL.6. Identify who is telling the story at various points in a text.
AZ.1.SL.Speaking and Listening Standards
Speaking and Listening Standards
Comprehension and Collaboration1.SL.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
AZ.1.W.Writing Standards
Text Types and Purposes1.W.3. 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.
Production and Distribution of Writing1.W.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above).
1.W.5. 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.
AZ.1.WF.Writing Standards: Foundational Skills
Writing Standards: Foundational Skills
Sound-letter basics and Handwriting1.WF.1. Demonstrate and apply handwriting skills.1.WF.1.b. Write the common grapheme (letter or letter group) for each phoneme.
1.WF.2. Demonstrate and apply sound-letter concepts when writing.1.WF.2.a. Orally segment the phonemes in any single-syllable, spoken word.Quiz, Flash Cards, Worksheet, Game & Study Guide Syllables
1.WF.2.b. Demonstrate and understand that each syllable is organized around a vowel sound.Quiz, Flash Cards, Worksheet, Game & Study Guide Syllables
Spelling1.WF.3. Know and apply phonics and word analysis skills when encoding words.1.WF.3.a. Spell common, regular, single-syllable words using:1.WF.3.a.1. Short vowels and single consonants.Quiz, Flash Cards, Worksheet, Game & Study Guide Spelling
1.WF.3.a.2. Consonant graphemes including qu, x, and -ck; digraphs (e.g., thin, shop, when, much, sing); and doubled letters (e.g., off, will, mess).
1.WF.3.a.3. Initial and final consonant blends (e.g., must, slab, plump).
1.WF.3.a.5. Vowel-r combinations, including er, ar, or (e.g., car, her, stir, for, burn).
1.WF.3.b. With prompting and support, spell on-level words with inflectional endings:1.WF.3.b.1. Verbs with -ing, -ed, -s, and no change in the base word (e.g., snowed, playing, jumps).
1.WF.3.b.2. Nouns with -s, -es, and no change to the base word (e.g., rugs, kisses).Quiz, Flash Cards, Worksheet, Game & Study Guide Grammar Quiz, Flash Cards, Worksheet, Game & Study Guide Nouns
1.WF.3.b.3. Adjectives with -er, -est, and no change to the base word (e.g. slower, slowest).Quiz, Flash Cards, Worksheet, Game & Study Guide Grammar
1.WF.3.c. With prompting and support, spell on-level two-syllable words, including:1.WF.3.c.2. Common compound words (e.g., hotdog, mailbox).Quiz, Flash Cards, Worksheet, Game & Study Guide Grammar
1.WF.3.d. Spell grade-level appropriate words in English as found in a research-based list, including:1.WF.3.d.1. Irregular words (e.g., said, what, are, they, was).
1.WF.3.d.2. Pattern based words (e.g., he, him, for, in, by, like).Quiz, Flash Cards, Worksheet, Game & Study Guide Root Words
1.WF.3.e. Spell unfamiliar words phonetically, applying phonemic awareness and spelling conventions.Quiz, Flash Cards, Worksheet, Game & Study Guide Spelling