English Language Arts, grade 1, mapped

12 claims across 12 strands · 44 of 60 skills in grade 1 appear here

Pick a skill to light what it rests on.

Other

  1. 1.5 leans on 1.4 sustaining independent reading time leans on being able to read the words without a struggle

The student develops oral language through listening, speaking, and discussion.

  1. 1.1.D leans on 1.1.A waiting your turn in a group leans on already listening actively to one other speaker

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

  1. 1.2.B leans on 1.2.A matching a letter to a sound leans on already hearing that sound apart from the word it lives in
  2. 1.2.C leans on 1.2.B spelling a sound-spelling pattern leans on already reading a word that carries it
  3. 1.3.A leans on 1.2.E from another strand finding a word in a dictionary leans on already knowing how alphabetical order works
  4. 1.3.C leans on 1.2.B from another strand naming what -ed changes about a word leans on already sounding that word out

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  1. 1.13.B rests on 1.13.A planning how to research something takes a question already in hand to research
  2. 1.13.C rests on 1.13.B gathering sources follows a plan that already says what to look for
  3. 1.13.D rests on 1.13.C making sense of what was found needs information already gathered to make sense of
  4. 1.13.E rests on 1.13.D presenting a finding comes after working out what that finding actually means

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

  1. 1.6.C leans on 1.9.A from another strand predicting from the characteristics of a genre leans on already knowing what marks that genre
  2. 1.10.A leans on 1.9.E from another strand discussing an author's purpose sometimes leans on the persuasion-spotting work said more narrowly
  3. 1.10.B rests on 1.9.D from another strand discussing what a text structure is for assumes the structure has already been recognized

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

  1. 1.12.A leans on 1.8.C from another strand shaping a story around a problem and its resolution rests on naming those same parts while reading one

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

  1. 1.7.A rests on 1.6.E from another strand describing a personal connection to a source is the connection-making already named as a comprehension move
  2. 1.7.C rests on 1.6.F from another strand pointing to text evidence for a response is the evidence-based inferring comprehension already does

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

  1. 1.10.A leans on 1.9.E from another strand discussing an author's purpose sometimes leans on the persuasion-spotting work said more narrowly
  2. 1.10.B rests on 1.9.D from another strand discussing what a text structure is for assumes the structure has already been recognized
  3. 1.10.D rests on 1.6.D from another strand discussing words that help a reader visualize assumes a reader already forms mental images

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  1. 1.12.A leans on 1.8.C from another strand shaping a story around a problem and its resolution rests on naming those same parts while reading one

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

  1. 1.7.A rests on 1.6.E from another strand describing a personal connection to a source is the connection-making already named as a comprehension move
  2. 1.7.C rests on 1.6.F from another strand pointing to text evidence for a response is the evidence-based inferring comprehension already does
  3. 1.6.C leans on 1.9.A from another strand predicting from the characteristics of a genre leans on already knowing what marks that genre
  4. 1.10.D rests on 1.6.D from another strand discussing words that help a reader visualize assumes a reader already forms mental images

The student uses newly acquired vocabulary expressively.

  1. 1.3.A leans on 1.2.E from another strand finding a word in a dictionary leans on already knowing how alphabetical order works
  2. 1.3.C leans on 1.2.B from another strand naming what -ed changes about a word leans on already sounding that word out

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  1. 1.11.B rests on 1.11.A turning ideas into a draft needs ideas already generated to turn into one
  2. 1.11.C rests on 1.11.B adding detail to a draft takes a draft already down on the page to add it to
  3. 1.11.D leans on 1.11.C cleaning up conventions goes easier once the content of a revision has settled
  4. 1.11.E leans on 1.11.D sharing a piece usually follows fixing up its conventions, though not always

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Texas Essential Knowledge and Skills · CC BY 3.0 US · D2L Corporation · verified 2026-08-05

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The standards text is adopted by the Texas State Board of Education and published as rules in Title 19 of the Texas Administrative Code. We retrieved it through the Common Standards Project. The licence above covers that project's compiled dataset, not the rule text itself, which is Texas law.

Coverage requirements from New York 8 NYCRR §100.10: what the law requires. Nothing here is legal advice, and Texas standards do not apply in your state. Check your own state's department of education.