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

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Main Idea Fourth Grade English Language Arts
Alphabetizing First Grade English Language Arts
Poetic Devices Fourth Grade English Language Arts
High Frequency Words Kindergarten English Language Arts
Rhyming Words Kindergarten English Language Arts
Word Families Kindergarten English Language Arts

Washington Standards for First Grade English Language Arts

WA.1. Communication: The student uses listening and observation skills and strategies to gain understanding.

1.1. Uses listening and observation skills and strategies to focus attention and interpret information.

1.1.2. Applies listening and observation skills to recall and interpret information.
1.1.2.e. Describes and explains visual information (e.g., signs and symbols in the environment, illustrations in literary text, diagrams in expository text).

WA.1. Reading: The student understands and uses different skills and strategies to read.

1.1. Use word recognition skills and strategies to read and comprehend text.

1.1.1. Understand and apply concepts of print.
1.1.1.b. Identify title page, table of contents, author, and illustrator of books.
1.1.1.e. Identify a word and its beginning and ending letters.
1.1.2. Understand and apply phonological awareness and phonemic awareness.
1.1.2.a. Identify syllables in a word auditorially.
1.1.2.b. Identify and generate rhyme.
1.1.2.c. Segment and blend multi-syllabic words, including compound words.
1.1.2.f. Generate words that begin or end with the same sound or different sounds.
1.1.2.g. Blend and segment onset and rime.
1.1.4. Apply understanding of phonics.
1.1.4.a. Recognize that sounds are represented by different single letters or combinations of letters (consonant and vowel combinations).
1.1.4.b. Use onset and rime/word families to decode words in isolation and in context.
1.1.4.c. Decode words in isolation and in context following common vowel patterns.
1.1.4.e. Read compound words, contractions, and words with common inflectional endings in isolation and in context.

1.2. Use vocabulary (word meaning) strategies to comprehend text.

1.2.2. Apply vocabulary strategies in grade-level text.
1.2.2.a. Use common inflectional endings to understand the meaning of words: -s, -ed, -ing, -er, -est.
1.2.2.b. Use strategies including context and re-reading to self-correct.
1.2.2.c. Use prior knowledge, context, pictures, illustrations, and diagrams to predict and confirm word meaning with teacher guidance.

1.4. Apply word recognition skills and strategies to read fluently.

1.4.1. Know common sight words appropriate to grade-level.
1.4.1.a. Read selected sight words with automaticity.

WA.2. Reading: The student understands the meaning of what is read.

2.1. Demonstrate evidence of reading comprehension.

2.1.3. Understand and identify important or main ideas and important details in text.
2.1.3.a. State main idea and list important details in informational/expository text, verbally or by using graphic organizers.
2.1.3.b. State the gist of the story or poem with teacher guidance.
2.1.5. Understand how to infer/predict meaning.
2.1.5.a. Make and confirm predictions based on information from culturally relevant text (through support of teacher questions).

2.2. Understand and apply knowledge of text components to comprehend text.

2.2.1. Understand story sequence.
2.2.1.a. Retell stories with correct sequence of events. (Note: Story telling order can differ between cultures. For example, in some cultures the end of the story is told first.)
2.2.2. Understand and apply features of printed text and electronic sources to locate and understand information.
2.2.2.a. Identify and use title pages, table of contents, glossary, diagrams, and maps to find information.
2.2.3. Understand story elements.
2.2.3.a. Identify and explain story elements.

2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in informational and literary text.

2.3.1. Understand similarities and differences within and between informational/expository and literary/narrative text.
2.3.1.a. Explain similarities and differences in character, setting, and important events within and between culturally relevant literary/narrative texts which are read or listened to.
2.3.2. Understand concept of categories.
2.3.2.a. Sort words by various attributes (e.g., robins, parrots, and ducks are all birds).

2.4. Think critically and analyze author's use of language, style, purpose, and perspective in informational and literary text.

2.4.2. Understand purposes of text.
2.4.2.a. Identify the purpose of printed materials (e.g., everyday materials, including lists, signs, cereal boxes; fairy tales; fables; and informational/expository trade books).

WA.3. Reading: The student reads different materials for a variety of purposes.

3.1. Read to learn new information.

3.1.1. Understand that resources answer questions and solve problems.
3.1.1.a. Listen to and/or read a variety of types of informational/expository text to learn new information, answer questions, or solve problems with teacher guidance.

3.2. Read to perform a task.

3.2.1. Understand how to read for information.
3.2.1.b. Read and follow simple directions.

3.4. Read for literary/narrative experience in a variety of genres.

3.4.2. Understand traditional and contemporary literature written in a variety of genres.
3.4.2.a. Identify the characteristics of a variety of genres.

WA.3. Writing: The student writes clearly and effectively.

3.3. Knows and applies writing conventions appropriate for the grade level. (W)

3.3.2. Spells phonetically using some conventional spelling.
3.3.2.a. Uses spelling rules and patterns from kindergarten.
3.3.2.b. Spells first-grade high-frequency words correctly (e.g., the, of, was, they).
3.3.2.c. Includes beginning, middle, and ending sounds in phonetic spelling.
3.3.2.d. Writes using grade level appropriate spelling patterns. Examples: Onset and rime (e.g., bat, cat, fat; man, fan, can); Short vowel patterns (e.g., hat, pet, sip, mop, cut); Blends (e.g., st, tr, dr, br); Digraphs (e.g., sh, th, ch); Long vowel silent e (e.g., make, like)
3.3.5. Applies usage rules.
3.3.5.a. Explains and uses pronouns as substitutes for nouns.
3.3.5.b. Uses singular and plural nouns correctly (e.g., tooth and teeth, boy and boys).

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