What's New: English Language Arts Worksheets and Study Guides

Beginning and Ending Sounds Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts
Trace Kindergarten English Language Arts
Word Families Kindergarten English Language Arts
Onsets & Rimes Kindergarten English Language Arts

Oklahoma Standards for First Grade English Language Arts

OK.1.R. Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a variety of texts.

1.R.2: Phonological/Phonemic Awareness - The student will develop and demonstrate knowledge of phonological/phonemic awareness.

1.R.2:1. Create and state groups of rhyming words.
1.R.2:2. Count syllables in a word.
1.R.2:3. Distinguish onset (beginning sound) and rime in one syllable words.
1.R.2:5. Isolate phonemes within words by identifying the beginning, middle, and ending sounds in one-syllable words.

1.R.3: Phonics/Decoding - The student will apply sound-symbol relationships to decode unknown words.

1.R.3:1. Phonetic Analysis - Apply phonics knowledge to decode one-syllable words.
1.R.3:1.a. Use short and long vowel patterns.
1.R.3:1.b. Use r-controlled vowel patterns
1.R.3:1.c. Use blends, digraphs, and diphthongs.
1.R.3:2. Structural Analysis - Apply knowledge of structural analysis to decode words using strategies such as inflectional endings, contractions and compound words, and possessives.

1.R.4: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase vocabulary.

1.R.4:2. Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.
1.R.4:4. Classify categories of words.

1.R.5: Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.

1.R.5:4. Recognize 100-200 high frequency and/or common irregularly spelled words in text. (e.g., have, to, was, where, said).

1.R.6: Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.

1.R.6:1. Literal Understanding
1.R.6:1.b. Use prereading strategies such as previewing, using prior knowledge, predicting, and establishing a purpose for reading.
1.R.6:3. Summary and Generalization
1.R.6:3.a. Retell or act out stories and events using beginning, middle, and ending.
1.R.6:3.b. Respond to who, what, when, where, why, and how questions and discuss the main idea of what is read.

1.R.7: Literature - The student will read to construct meaning and respond to a wide variety of literary forms.

1.R.7:2. Literary Elements: The student will demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work.
1.R.7:2.b. Identify and describe the plot, setting, and character(s) in a story.

1.R.8: Research and Information - The student will conduct research and organize information.

1.R.8:1. Accessing Information: Select the best source for a given purpose.
1.R.8:1.a. Alphabetize words to the first letter.
1.R.8:1.b. Read and follow simple written directions.
1.R.8:1.c. Recognize author, illustrator, title page, and table of contents (when applicable) as identifying items of information about a book.
1.R.8:1.d. Access information from simple charts, maps, graphs, and calendars.

OK.1.W. Writing/Grammar/Usage and Mechanics - The student will express ideas effectively in written modes for a variety of purposes and audiences.

1.W.2: Modes and Forms of Writing - The student will communicate through a variety of written forms, for various purposes, and to a specific audience or person.

1.W.2:2. Compose simple narratives (stories) with a consistent focus of a beginning, middle, and end that develop a main idea, use details to support the main idea, and present a logical sequence of events.

1.W.3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

1.W.3:1. Grammar/Usage: Students are beginning to recognize appropriate use of nouns, pronouns, verbs, adjectives, and contractions in their writing.
1.W.3:1.b. Singular and plural nouns
1.W.3:1.c. Common and proper nouns
1.W.3:1.d. Singular, personal, gender pronouns
1.W.3:1.f. Present and past tense verbs
1.W.3:1.g. Contractions
1.W.3:1.h. Adjectives
1.W.3:2. Mechanics: Students are expected to demonstrate appropriate language mechanics in writing.
1.W.3:2.b. Capitalize all proper nouns (John, Sally).
1.W.3:3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
1.W.3:3.b. Use commas correctly in dates.
1.W.3:3.c. Use apostrophes correctly in contractions.
1.W.3:3.d. Use quotation marks to show that someone is speaking.
1.W.3:3.e. Use a period in common abbreviations.
1.W.3:6. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
1.W.3:6.a. Spell correctly frequently used grade-level-appropriate sight words.
1.W.3:6.b. Spell short vowel words using the cvc pattern (Example: it-hit, an-man).
1.W.3:6.c. Spell long vowel words using the cvce pattern (Example: lake, bone, time).

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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