Common Planner
K–12 Standards

Essential Elements: Grade 1

Other Wisconsin English Language Arts sets

Reading Foundational Skills

  •  

    Print Concepts

    1. 1

      Demonstrate emerging understanding of the organization of print.EE.RF.1.1

      1. a

        Demonstrate understanding of the organization and basic features of print (e.g., left-to-right, top-to-bottom orientation of print, one-to-one correspondence between written and spoken word).EE.RF.1.1.a

  •  

    Phonological Awareness

    1. 2

      Demonstrate understanding of spoken words, syllables, and sounds (phonemes).EE.RF.1.2

      1. a

        Recognize rhyming words.EE.RF.1.2.a

      2. b

        With guidance and support, match orally presented segmented phonemes (e.g., C-A-T) to pictures or words illustrating the corresponding word.EE.RF.1.2.b

      3. c

        Identify a single syllable spoken word with the same onset (beginning sound) as a familiar word.EE.RF.1.2.c

      4. d

        Not ApplicableEE.RF.1.2.d

      5. e

        Not ApplicableEE.RF.1.2.e

  •  

    Phonics & Word Recognition

    1. 3

      Demonstrate emerging letter and word identification skills.EE.RF.1.3

      1. a

        Recognize and/or identify upper case letters of the alphabet.EE.RF.1.3.a

      2. b

        With guidance and support, recognize familiar words that are used in everyday routines.EE.RF.1.3.b

      3. c

        Not applicableEE.RF.1.3.c

      4. d

        Not applicableEE.RF.1.3.d

      5. e

        Not applicableEE.RF.1.3.e

      6. f

        Not applicableEE.RF.1.3.f

      7. g

        Not applicableEE.RF.1.3.g

  •  

    Fluency

    1. 4

      Begin to attend to words in print.EE.RF.1.4

      1. a

        Engage in sustained, independent study of books.EE.RF.1.4.a

      2. b

        Participate in shared reading of a variety of reading materials reflecting a variety of text genres.EE.RF.1.4.b

      3. c

        Not applicableEE.RF.1.4.c

Reading

  •  

    Key Ideas & Details

    1. 1

      Identify details in familiar texts. (RI&RL)EE.R.1.1

    2. 2

      With guidance and support, identify important details (RI) and recount major events (RL) in familiar texts.EE.R.1.2

    3. 3

      Identify characters and settings (RL) or important details and events (RI) in familiar texts.EE.R.1.3

  •  

    Craft & Structure

    1. 4

      With guidance and support, identify sensory or feeling words in a familiar text; ask the reader to explain the meaning of unknown words. (RI&RL)EE.R.1.4

    2. 5

      With guidance and support, identify a text as telling a story or teaching facts (i.e., informational) and locate the front cover, back cover, and title page of the text. (RI&RL)EE.R.1.5

    3. 6

      Distinguish between words and illustrations/graphics in a text. (RI&RL)EE.R.1.6

  •  

    Integration of Knowledge & Ideas

    1. 7

      Identify illustrations or objects/tactile information that go with the text.(RI&RL)EE.R.1.7

    2. 8

      Identify points the author makes in familiar text. (RI)EE.R.1.8

    3. 9

      With guidance and support, compare parts of two texts, identifying adventures or experiences of characters in a text as same or different. (RI&RL)EE.R.1.9

Writing Standards

  •  

    Text Types & Purposes

    1. 1

      With guidance and support, use drawing, dictating, or writing to compose writing for a variety of high-stakes and low stakes purposes.EE.W.1.1

    2. 2

      With guidance and support, use writing, dictation and/or drawing to compose:EE.W.1.2

      1. a

        Opinion pieces in which they state an opinion.EE.W.1.2.a

      2. b

        Informative/Explanatory text in which they provide some information about a predetermined or self chosen topic.EE.W.1.2.b

      3. c

        Convey events, real or imagined and narrate a single event or several loosely linked events.EE.W.1.2.c

    3. 3

      With guidance and support, use a combination of drawing, dictating and writing to create a text that uses words familiar to the student.EE.W.1.3

  •  

    Production & Distribution of Writing

    1. 4

      (Begins in grade 3) EE.W.1.4

    2. 5

      With guidance and support from adults, add more information to their own drawing, dictation, or writing on a topic to strengthen it.EE.W.1.5

    3. 6

      With guidance and support from adults, explore a variety of digital tools to produce individual or group writing. With guidance and support from adults, produce writing through printing (including letter like marks or forming some printed letters).EE.W.1.6

  •  

    Inquiry to Build & Present Knowledge

    1. 7

      With guidance and support, participate in shared inquiry and writing projects.EE.W.1.7

    2. 8

      With guidance and support from adults, identify information related to personal experiences and answer simple questions about those experiences. EE.W.1.8

    3. 9

      With guidance and support from adults, recall key details from literary or informational texts.EE.W.1.9

Speaking and Listening

  •  

    Comprehension & Collaboration

    1. 1

      With guidance and support, participate in conversations with adults.EE.SL.1.1

      1. a

        Engage in multiple-turn-exchanges with supportive adults.EE.SL.1.1.a

      2. b

        Build on comments or topics initiated by an adult.EE.SL.1.1.b

      3. c

        Use one or two words to ask questions related to the topic or text.EE.SL.1.1.c

      4. d

        Consider individual differences when communicating with others.EE.SL.1.1.d

    2. 2

      During shared reading activities, answer questions about details presented orally or through other media.EE.SL.1.2

    3. 3

      Communicate confusion or lack of understanding ("I don't know.").EE.SL.1.3

  •  

    Presentation of Knowledge & Ideas

    1. 4

      Identify familiar people, places, things, and events.EE.SL.1.4

    2. 5

      Add or select drawings or other visual or tactile displays that relate to familiar people, places, things, and events.EE.SL.1.5

Language

  •  

    Knowledge of Language

    1. 1

      Use language to achieve desired outcomes when communicating.EE.L.1.1

      1. a

        Notice linguistic diversity.EE.L.1.1.a

  •  

    Vocabulary Acquisition & Use

    1. 2

      Demonstrate emerging knowledge of word meanings.EE.L.1.2

      1. a

        Demonstrate understanding of words used in every day routines.EE.L.1.2.a

      2. b

        Not applicableEE.L.1.2.b

    2. 3

      Demonstrate emerging understanding of word relationships.EE.L.1.3

      1. a

        With guidance and support, identify words about feelings. EE.L.1.3.a

      2. b

        With guidance and support, sort common objects into familiar categories.EE.L.1.3.b

      3. c

        With guidance and support, demonstrate understanding of common verbs.EE.L.1.3.c

    3. 4

      With guidance and support, use words acquired through conversations, being read to, and during shared reading activities.EE.L.1.4

  •  

    Conventions of Standardized English

    1. 5

      Demonstrate emerging understanding of letter and word use. EE.L.1.5

      1. a

        Write letters from own name. EE.L.1.5.a

      2. b

        Use frequently occurring nouns in communication.EE.L.1.5.b

      3. c

        Use frequently occurring plural nouns in communication.EE.L.1.5.c

      4. d

        With guidance and support, use familiar personal pronouns (e.g., I, me, and you).EE.L.1.5.d

      5. e

        Use familiar present tense verbs.EE.L.1.5.e

      6. f

        With guidance and support, use familiar frequently occurring adjectives (e.g., big, hot).EE.L.1.5.f

      7. g

        With guidance and support, use common prepositions (e.g., on, off, in, out).EE.L.1.5.g

      8. h

        With guidance and support, use simple question words (interrogatives)(e.g., who, what).EE.L.1.5.h

    2. 6

      Demonstrate emerging understanding of conventions of standardized English.EE.L.1.6

      1. a

        With guidance and support, capitalize own name.EE.L.1.6.a

      2. b

        With guidance and support during shared writing, put a period at the end of a sentence.EE.L.1.6.b

      3. c

        Not applicableEE.L.1.6.c

      4. d

        With guidance and support, use letters to create words.EE.L.1.6.d

      5. e

        With guidance and support during shared writing, identify the letters that represent sounds needed to spell words.EE.L.1.6.e

Frequently asked questions

What grade levels do these standards cover?
Grade 1
Where can I read the official document?
WISCONSIN ESSENTIAL ELEMENTS FOR English Language Arts

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